Title: English is Deadly, Unna? Subject/Course: English
Topic: Analysing Themes & Literary Techniques in Writing Grades: Year 10 Designer: Brodie West Date: 2013 Overview In this modern day and age it is vital for students to have the necessary skills to be able to view a text and then critically analyse the messages and techniques used to create the text. There are many prevalent social issues surrounding the contemporary student, but the focus of this unit will be stereotypes and racism, in particular Australian stereotypes and racism towards Indigenous Australians. Deadly, Unna? is a book written by Phillip Gwynne and it discusses stereotypes and racism in the setting of a small country town in rural South Australia. This text grapples with the issue of social stereotypes and racism in society (as well as having several other underlying themes), and both convey their message(s) using various techniques. The aim of this unit of work is for students to examine the techniques used in the book and film, examine the major themes of the book and film, and assess how effective each technique is in conveying the themes. This unit has been constructed for a class of predominantly English speaking students, from middle-income families. There are however several ESL students in the class. The school is country based (not metropolitan). This unit is the first of the semester, and will lead into persuasive writing, which will draw upon some of the knowledge gained in this Deadly, Unna? Topic. Over the course of this unit students will Read the book Deadly, Unna? by Phillip Gwynne Research social stereotypes (and the racist effects of them) surrounding Indigenous people in Australian communities (e.g. good footballers, not good enough to be seen with, etc) Critically analyse the strategies used in the book to portray these stereotypes and racism, and how effective they are Become more comfortable with receiving written and oral feedback Further develop their critical analysis skills Stage 1 Desired Results Established Goals: The Australian Curriculum English Year 10 Examining Literature: - Identify, explain and discuss how narrative viewpoint, structure, characterisation, and devices including analogy and satire shape different interpretations and responses to a text (ACELT 1642) - Compare and evaluate how voice as a literary device can be used to evoke particular emotional responses (ACELT 1643) - Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT 1774) Texts in Context: - Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including through language, structural and/or visual choices (ACELY 1749) Literature and Context: - Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT 1639) Text Structure and Organisation: 2 - Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA 1567) Interpreting, Analysing, Evaluating: - Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY 1752) - Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY 1754) Understandings: Topical Understandings - Gary Blacky Black defies the social norms of the time, and befriends Dumby Red, displaying true strength of character, and exemplifying change is possible. - Being true to you is more important than being popular in the eyes of others. Enduring Understandings - Authors use various techniques, such as characterisation, voice, metaphor, colloquialisms, etc, to shape the readers opinions. - All writing represents a particular viewpoint (e.g. is written using a particular voice). - Authors take their reader into account when writing. - Stereotypes and racism are still a part of contemporary Australian society due to the firmly embedded cultural ideals of Australia Essential Questions: - What is racism? - What is a stereotype? - What techniques do writers and filmmakers use to convey their message? - What are the most prevalent themes in Deadly, Unna?? - How can racism and stereotypes negatively impact upon society? - How has this book impacted you? Knowledge: Students will know - How to critically analyse texts to determine themes and techniques - A range of stereotypes surrounding the Indigenous population of Australia - Viewpoint, or voice is everything when it comes to the portrayal of issues in literary pieces - The plot and characters of Deadly, Unna?, and how they are used by the author to effectively convey the message(s) of the story. Skills: Students will be able to - Begin learning to critically analyse texts, and make informed judgments based on their analyses - Identify the techniques of writing evident in Deadly, Unna? - Use note-taking to keep record of the important and relevant aspects of the text - Construct relevant and engaging essays/presentations that appropriately and effectively answer the questions of the performance tasks. - Draft, review and revise their writing/presentations. 3 Stage 2 Assessment Evidence Performance Tasks: Performance Task 1 - Students will read Deadly, Unna? taking notes on style, themes, language, etc. - They will then critically analyse the text, looking for prevalent themes (in particular social stereotypes) propagated throughout - Upon identifying these themes/stereotypes, students will then complete a short 600-800 word summary of the themes and stereotypes, and what impact they have in contemporary society.
Key Criteria: Key Criteria 1 - Knowledge and understanding of the prevalent themes and stereotypes present in the text. Adequate evidence is shown to prove that the student(s) have an understanding of how people, cultures, places, events, objects and concepts are represented in texts, including through language, structural and/or visual choices (ACELY 1749) - Proof that the student(s) understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA 1567) - Clear, coherent writing style, with relevant information and appropriate formatting, style and structure. Performance Task 2 - Students must then complete a major essay (of approximately 800-1000 words) based on one of the following questions: 1. How is plot used to explore racial discrimination? Refer to specific examples from the timeline, or your own interpretations (include page numbers). 2. In chapter 22 Blacky comments Mugs away, was one of my old mans sayings. And now I was saying it. Its crazy, isnt it, the stuff you absorb from your parents? What do you think this quote is really alluding to? Hint: consider predetermined beliefs, stereotypes, attitudes and racism. 3. At the grand final do, Mark Arks (Robertson) is awarded the best on ground trophy. Explain why this event is a turning point for Blackys view of the town and their treatment of the Indigenous people of the point. Consider racism, double standards (one set of rules for Goonyas, another set for Key Criteria 2 Q1 - Clear understanding of how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA 1567) - Relevant analysis and evaluation of text structures and language features of the text (ACELT 1774) Q2 - Identify and analyse implicit or explicit values, beliefs and assumptions in the text and how these are influenced by purposes and likely audiences (ACELY 1752) - Use comprehension strategies to compare and contrast information within the text, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY 1754) Q3 - Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT 1639) 4 Nungas). 4. What is the voice of a novel? Who provides it in Deadly, Unna?? How effective is the voice in addressing the relevant points of the novel, such as racism and fear? Refer to examples. - Note: Students may choose to complete this assignment by way of oral presentation. If they choose this option, they must still complete their choice of the above questions, but must present their opinion in a short video (approximately 5 minutes worth). - Identify and analyse implicit or explicit values, beliefs and assumptions in the text and how these are influenced by purposes and likely audiences (ACELY 1752) Q4 - Evaluate how voice as a literary device can be used to evoke particular emotional responses (ACELT 1643) - Identify, explain and discuss how narrative viewpoint, structure, characterisation, and devices shape different interpretations and responses to the text (ACELT 1642) Other Evidence: - Notes taken during class time, and for homework - Drafts of Performance Task(s) 1 & 2 - Students input for class discussion/group work - Satisfactory completion of formative tasks in class, as well as providing input into class discussion based upon their answers
5 Stage 3 Learning Plan Learning Activities: Consider the WHERETO strategy throughout the unit Week 1: 100 minute double, 2 x 50 minute single 1. (DOUBLE pt. 1) Introduce the topic: Deadly, Unna?. Underlying focus on racism and racial stereotypes in Australia, and how they are portrayed in different forms of media. Begin with warm-up activity called Three Words. Give 2-5 minutes and ask each student to write down three words they associate with the new topic. This gives a very quick insight into what students mindsets are. Present the book cover, and blurb page on the board. Ask students what they think the book is about, e.g. get them to predict themes. Record these somewhere for future referral. Take students to library to each obtain a copy of Deadly, Unna? Have students skip through the book for 10 minutes, reading each page for 1 minute, then skipping to a new page (e.g. 10 pages in 10 minutes). Ask some students what they now think the text will be about, based on this new understanding. Give students information regarding performance tasks and how they will be assessed. Provide the rubric for Performance Task 1 (Appendix 1). 2. (DOUBLE pt. 2) Elicit examples of stereotypes/racism from students. This is facilitated through providing an image (e.g. of a tattooed motorcyclist) and having students provide 3 or more stereotypes associated with the character. Other examples may include an image of someone from Asian descent, a police officer, a politician, someone of Middle Eastern descent, an Outback Aussie type (e.g. Crocodile Dundee, Steve Irwin). Provide more examples if necessary. Purpose of this is to open students up to the ideas dealt with in the novel. Discuss media stereotypes/racism (e.g. Indigenous Australians are just welfare bludgers, alcoholics, criminals, etc.), using examples found online. Possible examples include the stereotype assuming the Boston bombing was carried out by Muslim extremists; all police officers love doughnuts and coffee, etc. Set homework task to find an article, book, movie, etc., that portrays a stereotype of some kind. Can be any stereotype, not limited to anything in particular. 3. (SINGLE 1) Ask students to present the examples of stereotypes they collected for homework and discuss why they chose them. This gets students critically thinking about their choices and also stereotypes/racism. Begin reading Deadly, Unna? in class, as a class. Teacher reads first few chapters and then requests a volunteer to continue reading. Change the reader periodically. Describe plot to students: plot is the series of events that occur in a particular order. It is traditional to only discuss events that are of great significance (refer to the overall themes or ideas) in the story. Tell students that over the coming lessons, they will be constructing a timeline of the plot along the wall, as major events occur in the novel. This is a continuous exercise that will take place over the time it takes to read the book. Also tell them this will help in their summative assessment pieces. Additionally, add pictures of Indigenous footballers; famous Indigenous leaders and figures (e.g. Mabo); posters about and/or displaying racism and/or stereotypes from around the world; images and quotes of principal challengers of racism; extracts (thought provoking quotes) from the text. This will help stimulate thinking. Homework is more reading, again the equivalent of 30-45 minutes. Encourage students to read with/to their family, and having a discussion at home of the themes and issues present. 4. (SINGLE 2) Start lesson by adding to the timeline any plot points from the homework reading. Describe what a theme is: a main idea, moral or message of an essay, paragraph, movie or book. The message may be about life, society, or human nature. Themes often explore timeless and universal ideas and are almost always implied rather than stated explicitly. 6 Elicit examples of themes from the students using the activity Chalk Talk. Write the word Theme on the board, and have students come up and write their ideas down. Purpose of this is to get students thinking about themes, and to keep an eye out for the themes present in Deadly, Unna?. Provide more if necessary (fill in the gaps). Describe what a literary technique is: a method or tool an author uses to convey their message. Elicit examples from students of literary techniques authors use to persuade their audience, using the same technique as the theme section. Purpose of this exercise is to get students thinking about literary techniques, and give them cues and pointers to look for as they continue to read the novel. Provide more if necessary (fill in the gaps). Read more of Deadly, Unna? as a class, after telling students to pay close attention to the techniques and themes Phillip Gwynne uses, and take notes if necessary. Teacher will read to begin with then students are to silently read to themselves. Homework is to read more of the book (approximately 30-45 minutes worth). Week 2: 100 minute double, 2 x 50 minute single 5. (DOUBLE pt. 1) Warm up activity which is a quick round or two of Celebrity Heads, using characters encountered in the book so far. This is a fun way to get students actively engaged in the subject matter. Continue reading as a class. Halfway through this lesson, stop reading, and ask students to discuss the themes and techniques they have noticed so far. What were they used for? Were they effective? Why/why not? Leave five minutes at the end to mark plot points on the timeline wall. 6. (DOUBLE pt. 2) This lesson, students are to begin their in-depth analysis and comprehension of the book. This will help them with their first summative assignment, which students will be beginning next lesson. Make a mind-map of the themes of Deadly, Unna? (Appendix 3). Some depth of understanding is required. Preferably students will justify, with evidence (quotes, examples, etc.), the themes they include in their diagram. Next, create mind-maps of characters (Appendix 4), Gary Black; Dumby Red; etc. This formative task will allow students to begin to come to grips with the main themes of the novel, and put it into an alternative visual format (which many students will find especially helpful). Answer the questions on the worksheet (Appendix 5). This formative task is to develop students comprehension of the themes, and provide them a foundation for which to base their summative task on. Let students know that the next lesson will be partly dedicated to beginning the first summative piece. As such they should bring their rubric (provided in week 1), and may like to have a preemptive look at the task and what will be expected of them. Homework is to finish the book if they have not already done so, and answer any questions not completed in class. 7. (SINGLE 1) At the beginning of the lesson, assign the class into small discussion groups. Have them retrieve their worksheets and answers from the previous lesson. In their groups, have students discuss their answers to the questions, comparing views and opinions. After some discussion time, get them to create group answers to the questions to report back to the class. Encourage discussion and debate, particularly if groups have differing views. Have groups quantify their answers to the questions. Following the discussion, introduce the first Performance Task to the class. Explain in depth what the task is, being sure to highlight word count, expected content, etc. Quantify the key criteria upon which the assignment will be marked against. Specifically 7 mention they need to show: adequate understanding of the themes present; how the themes/stereotypes impact upon society; what techniques the author has used to present these themes/stereotypes; adequate evidence to substantiate their claims; and a clear, coherent writing style (with correct grammar and syntax). Ask students to then explain the task to you. This then allows you to gauge their understanding, and if there are still things they do not fully grasp. Finally, allow students to ask any questions they may have regarding assessment, expectations, etc. 8. (SINGLE 2) This lesson is solely dedicated to working on the Performance Task 1. Students may use it as an opportunity to sort out any queries they may still have regarding the piece of work. Students may work in small discussion groups (quietly) to flesh out ideas for their pieces. These groups will be formed by having students draw the name of a character out of a hat. They will then be partnered with everyone having the same character as them. This is a small measure ensuring that no students are excluded, and that groups are a mixture of people who may not usually work together. They are not, however, allowed to collaborate on the final product. Let students know that drafts are due in the next weeks double. Homework is obviously to work on their piece. Week 3: 100 minute double, 2 x 50 minute single 9. (DOUBLE pt. 1) This lesson will be almost entirely dedicated to working on Performance Task 1 drafts. Students will be working quietly on their own pieces. Quiet discussion permitted, so long as it does not disturb other students. Students may present drafts throughout the lesson if they wish. 10. (DOUBLE pt. 2) Performance Task 1 drafts due at the end of the lesson. Drafting will be done in free times, and when students are working the formative tasks for next lesson. Also can be done at home. No drafts accepted after this time. 11. (SINGLE 1) This lesson will be spent doing groundwork (formative tasks) for Performance Task 2. Introduce the idea of voice. Elicit from the class whose voice leads the story. Give students the question worksheet (Appendix 6), which has the following questions: Why did the author choose this voice?; How effective is this voice in representing the authors point of view?; Could the author have used a different voice with same result? If yes, whose voice? Engage in class discussion in relation to the questions on the worksheet (Appendix 6). This broadens each students scope of understanding, and may expose them to ideas that they had not even thought about themselves. 12. (SINGLE 2) Continue the groundwork activities to prepare students for performance task 2. Task is to complete several Venn diagrams (Appendix 7) for several different character couplings. Examples could be Blacky/Dumby; Blacky/Pickles; Dumby/Pickles; Arks/Blacky; etc. Students are free to choose whatever combinations they like. Run through one example with the class as a whole on the board, eliciting answers from students. Then hand out the worksheets (Appendix 7) and let students work on their or in small discussion groups. Near the end of the lesson bring the class back together and have some students present their Venn(s) on the board. Promote debate of differing point of view, ensuring students elicit justification. Attempt to have all drafts returned to students by the end of this lesson at the latest. This then allows them weekend homework time, and all of the double lesson the following week to complete their final copies. When returning drafts ensure students are reminded that final copies are due next lesson. 8 Week 4: 100 minute double, 2 x 50 minute single 13. (DOUBLE pt. 1) Begin the lesson by providing students with the rubric for Performance Task 2 (Appendix 2). Let students know that this task will be started next lesson, and that a more detailed explanation of expectations, key criteria, etc. will be covered in that lesson. The reason for providing the rubric now is it gives students an opportunity to prepare themselves for the task, and pre-read what they are required to do if they so wish. The remainder of the lesson will be for work on Performance Task 1. 14. (DOUBLE pt. 2) Allow students to come to you with any final questions regarding the assignment, particularly regarding any queries they have in relation to draft feedback. Reiterate that the Performance Task 1 final copy due at the end of the lesson, and that penalties apply for late work. 15. (SINGLE 1) Begin Performance Task 2. Go through the rubric (Appendix 2) with the class, ensuring to explain in depth what the task is. Be sure to highlight word count, expected content, etc. Quantify the key criteria which the assignment will be marked against. Specifically mention they need to show: the relevant key criteria for their chosen question (see above in Key Criteria 2 for more details) adequate evidence to substantiate their claims; and a clear, coherent writing style (with correct grammar and syntax). Finally, allow students to ask any questions they may have regarding assessment, expectations, etc. Homework is to continue the assignment. 16. (SINGLE 2) This lesson, students will begin/continue their assignments. Any further questions they may have can be asked here, but otherwise it is expected all students will be working on their Performance Task 2 papers in some way (e.g. quiet discussion with classmates, brainstorming ideas, trawling the book for relevant evidence, etc.). Homework is to continue working on the draft. Week 5: 100 minute double, 2 x 50 minute single 17. (DOUBLE pt 1) This lesson will be entirely dedicated to working on Performance Task 2 drafts. Students will be working quietly on their own pieces. Quiet discussion permitted, so long as it does not disturb other students. Drafts will be accepted throughout the lesson, for those students who are on the ball. 18. (DOUBLE pt 2) Drafts may be submitted here if students wish. Let students know that the latest that their drafts will be accepted is at the end of the next single. This lesson may be used to continue with the task, including any queries regarding draft feedback (for those students who submitted early), or any last questions regarding the assignment itself. 19. (SINGLE 1) At the beginning of the lesson reiterate this is the absolute last draft deadline. All lesson students are to be working on their Performance Task 2 assignment drafts. Absolute last draft deadline at the end of this lesson. 20. (SINGLE 2) Have drafts back to students for this lesson. They may continue to work on their final copies for the rest of this lesson. Their finished piece is due at the end of next weeks double, but this is the last class time they will have on it, as next week we begin the new topic. Possible Extension Work 21. For those students who complete their final copies early, find them a quiet room somewhere and have them watch Australian Rules, the movie adaptation of Deadly, Unna?. After watching, 9 have them answer the following questions: What are the similarities and differences between the book and the movie? Are they both effective in conveying the desired message originally intended by Gwynne? Which is more effective overall, and why? Which resonated more with you personally, and why? Resources http://www.educatekidz.com/warmup.html http://adulted.about.com/od/teachers/tp/warmupsforlessonplans.htm Deadly, Unna? written by Phillip Gwynne Australian Rules directed by Paul Goldman