Zoe-Lee Fuller 16343229

102090 Secondary Curriculum 2A English

Assignment 1: Professional Task - Preliminary Course Text Anthology

Rationale

In the Area of Study students will explore the concept of love and

longing through various texts. They will examine the ways in which

textual representations of love and longing shape both individual and

collective understandings of the self, community and greater world

(BOSTES, 2007). As humans we long for so much. We long to be different,

to be the same, to be happy, to have wealth or power. We long for love: to

have someone to love, to be loved, to love ourselves. Love can be a

source of much happiness or sadness, can be healing or toxic and

destructive (Milligan, 2014). We are inundated with unrealistic, and some

not-so-unrealistic, messages about love and longing that saturate

cultural artifacts and media, from Hollywood films and romance novels to

advertising (Paul, 2013). It is essential for us to process these rationally,

to distinguish between the negative and positive. Students will develop

the ability to do so and organise them into their own value systems

through a broad study of texts that represent various aspects of love and

longing (Gold and Michaels 2006, p. 13). The first is an advertisement for

Lynx deodorant titled Soul mates. It uses various film techniques, such

as montage, framing, music, and the shot/reverse shot sequence, to

depict the notion of fate and true love across space and time (Lynx,

2014). As a piece of advertising, this text plays on the notion of love and

longing in multiple ways: it evokes cultural representations of love that

insist upon the prevalent ideal of a one true love; also, it appeals to

individual longing for true love to create desire for the product. Its

contradictory, dualistic message claims longing for love is ubiquitous,

yet uses love and longing as commodities. This shapes our perceptions

of love and longing through the omnipresence and universality it

represents. However, loves significance and poignancy is mitigated

through its commodification. Grimm Brothers (1999) Cinderella also

manipulates ideals of true love, but relates morality. Through the

common fairy tale conventions of magic, disguise and a happily ever

after for the protagonist (Cuddon, 1999, p. 302), Cinderella indicates

that the object of longing, love, is only rewarded to the worthy and

deserving. This is established through Cinderellas hard working and

sweet natured disposition, her stepmother and stepsisters ill-treatment

of her, and the magic hazel tree, which bestows upon her a ball gown,

enabling her to attend the ball and meet her prince. She is granted the

object of her longing because she is deserving. This, however, can be a

destructive message through its inversion; that failure to find love is due

to being unworthy. Dr Seuss (2004) I wish that I had duck feet imparts a

healthier, more constructive message. This picture book uses rhyming

sequences to represent the concept of love and longing through the

Zoe-Lee Fuller 16343229

desire to change and become the ideal self. Throughout the text, the

images mirror the protagonists desires, depicting him with the changes

he wishes for. His imaginative exploration of these changes bring him to

the realisation that if he changes too much of himself, his loved ones

would no longer love him, so he resolves to just wish to be like ME

(Seuss, 2004, p. 63). Thus, the meaning of this text is that one should

love themselves, just the way they are. This shapes perceptions of

ourselves in terms of self-esteem and self-love. The last two texts share

the quality of depicting another side of love and longing, that is, when

the object of love, and longing, is lost. Elizabeth Bishops (1976) poem,

One Art, represents longing for a deceased loved one through its tone,

pace, hesitancy, and contradiction. Bishops tone throughout regarding

the loss of things loved is flippant, implying that their loss is no

disaster (Bishop, 1976, p. 2731). Yet, she contradicts herself when the

pace slows and her choices in punctuation (--) indicate a hesitancy.

The self addressed (Write it) in the final line betrays the difficulty she

experiences in hiding her true feelings. This poem shapes our

understanding of longing as something paradoxical in nature. That is,

that longing for something lost, no matter how disastrous the loss of it

seems, is pointless, because the loss itself is inevitable (so many things

seem filled with the intent/ to be lost that their loss is no disaster).

However, the longing, itself, is inevitable and even involuntary. In

contrast, Adeles (2010) pop/gospel song, Rolling in the Deep, depicts the
longing for vengeance experienced by a lover scorned from a bitter

break-up. This is communicated through the tone, pace and diction of the

lyrics, and also the rawness and poignancy of their delivery. It thus

shapes our perceptions of love and longing as being incredibly

destructive in its negative forms, for the heartache and disillusionment

left when the love and future longed for are taken away can soon

become bitterness and hostility.

References

Adele. (2010). Rolling in the Deep. On 21 [CD]. London, England: Eastcote

Studios.

Bishop, E. (1976). One Art [Poem]. In N. Baym (Ed.), (2003). The Norton

anthology of American literature (6th ed.). Volume E: American

literature since 1945 (pp. 2731). New York: W.W. Norton.

Board of Studies, Teaching and Educational Studies. (2007). Stage 6

Syllabus English Preliminary and HSC courses. Sydney: Board of

Studies NSW.

Cuddon, J.A. (1999). Dictionary of literary terms and literary theory .

London: Penguin Books.

Dr. Seuss. (2004). I wish that I had duck feet. UK: Harper Collins.
Zoe-Lee Fuller 16343229

Gold, E. & Michaels, W. (2006). Previously in... As time goes by... Module

C of english advanced and the area of study. Metaphor.

Grimm Brothers. (1999). Cinderella. In M. Tatar (Ed. & trans.), The classic

fairy tales (pp. 117-121). New York & London: W.W. Norton.

Lynx. (2014, July 4). New Lynx Upgraded Deodorant Bodyspray Advert

2014 | Lynx Soulmates [Advertising - Video file]. Retrieved from

https://youtu.be/UH31wd1ALjk

Milligan, T. (2014). Love. Routledge. Retrieved from www.ebrary.com

Paul, S. (2013). When love is longing. Huffpost healthy living. Retrieved

from http://www.huffingtonpost.com/sheryl-paul/what-is-

love_b_3729505.html
Area of Study - Longing
Lesson 2

Text - Lynx Deodorant Soul mates Advert, 2014, view at

https://youtu.be/UH31wd1ALjk

Class:Year 11(Standard) Time: 60 Minutes

Teacher: Objectives for self

To collaborate with students to create a positive learning
environment
To self-assess efficacy for behaviour management
strategies
To assess the use of the focus question as a tool for
settling students at the start of the lesson
To encourage collaborative learning through group work

Syllabus Outcomes for students

Preliminary Outcome: 1

1.1 identifying and describing the contexts of responding

to and composing particular texts
1.2 identifying and describing the effects of those
elements of a text which reflect context
1.3 composing texts for a variety of contexts, purposes
and audiences

Materials
Zoe-Lee Fuller 16343229

White board and markers or Smartboard

Smartboard or other device for viewing the advert

Procedures - see below

Time Organisation Teaching / Learning activities

(indiv/groups/whol
e class)

2 mins Individual As students enter the classroom and settle

down they are to read, consider, and make
notes in an effort to answer the focus question
(as displayed on the board): How can
advertising be related to the concept of
longing? Students thoughts will be addressed
in later class discussion.
8 mins Whole class Introduce todays text: a television advert for
Lynx deodorant.
Discuss: Why must we treat advertising
differently from other texts, such as film,
novels, poetry, etc.?
Leads into a discussion of context - what is
context? How can context change the meaning
of a text? Show examples on the board, such
as: The judge was scheduled to be in court at
10:00am. How does the meaning on this
sentence change based on the context of the
meaning of court: (i) a playing space, as for
tennis court; (ii) a legal assembly.
 Time Organisation Teaching / Learning activities
(indiv/groups/whol
e class)

10 mins Whole class Show you tube video about context, found at:
https://www.youtube.com/watch?
v=PK7P7uZFf5o
Use examples from the video to show how
social, cultural and historical context, of
creation, content and response, can shape
meaning, and how when you change the
context you change the meaning.
Eg. In the video they discuss public stoning to
death as punishment listed in the bible. Now,
we look upon it as barbaric and inhumane, yet
then it was a culturally accepted punishment.
Lead into: advertising as a context of creation.
How does it change meaning? It is always
trying to persuade the viewer of something.
10 mins Whole class Discuss students answers to the focus
questions.
Lead discussion to understanding that most, if
not all, advertising aims to create longing in the
viewer for the thing it endorses.
Introduce the Lynx Soul mates advert. Remind
them that it must be viewed and treated as
advertising, that is, as trying to persuade us of
something.
Ask students to consider, while watching, what
they think the advert is trying to persuade them
of, and what it has do to with longing.
Show advert, found at:
https://youtu.be/UH31wd1ALjk

10 mins Pairs Think-pair-share activity: Have students write

down on their own what they think the advert is
trying to persuade the viewer of. Then they
share their thoughts with their pair. The pair
then decides which is the more interesting or
accurate idea, and share with the class.
Zoe-Lee Fuller 16343229

Time Organisation Teaching / Learning activities

(indiv/groups/whol
e class)

10 mins Groups Split class into 5 groups. Each group is to

consider and brainstorm about what would the
advert would communicate if one took away the
element of persuasion, that is, if it were not an
advert, but rather a short film, or an excerpt
from a film or television show, how would your
response to it change? Would it still convey a
meaning related to longing?
5 mins Whole class Groups come back together and share their
ideas.
5 mins Individual Have students revise their answers to the
focus question in light of lesson content.
20 mins Homework Students must create a short advert (eg.
magazine spread, radio ad, etc.) that endorses
something they long for. They can compose it
through whichever medium they prefer with
whatever tools they prefer.

Evaluation

Theuseofthefocusquestionreallyhelpedstudentstosettledownquicklyandquietly,andgave
studentsandideaofthedirectionthelessonwastotake.Iwillcontinuetousethistechnique.

Whilethestudentswerereceptiveto,andparticipatedin,workingingroups,theystruggledwiththe
contentofthegroupwork.

Atthispointtheygrewrestlessandexhibitedsomeofftaskbehaviour(eg.talkingunrelatedto
content).TorestoreequilibriumIbroughtstudentsattentionbackonawholeclassleveltodiscuss
theirthoughtsadifficultiesinthegroupactivities.

Inretrospect

Inordertoaddressareaswherestudentsstruggledwiththecontent,itwouldbebeneficialtothemif
Iscaffoldedtocontentfurther.IthinkIexpectedtoomuchofthemtoosoon.IntermsoftheAreaof
Studyitisearlydays,soIwillendeavortobreakdowntasksandconceptsfurther.
Area of Study - Longing
Lesson 5

Text - Grim Brothers Cinderella, view PDF at

https://onedrive.live.com/redir?resid=CDC7C5F1DF3019AE!
78134&authkey=!AKAup_XKOSfyG4c&ithint=file%2cpdf
Dr Seuss I wish that I had duck feet, view PDF at
https://onedrive.live.com/redir?resid=CDC7C5F1DF3019AE!
78135&authkey=!AGD7CiSjguxARVY&ithint=file%2cpdf

Class:Year 11(Standard) Time: 60 Minutes

Teacher: Objectives for self

To allow students independence in preparing for their
presentations
To facilitate equitable class discussion

Syllabus Outcomes for students

Preliminary Outcomes: 4

4.1 identifying and describing a variety of language forms

and features, and structures of particular texts
4.2 identifying the effects of the language forms and
features, and structures of particular texts

Materials

White board and markers or Smartboard

25 copies of Dr Seuss I wish that I had duck feet

Procedures - see below

Zoe-Lee Fuller 16343229

Time Organisatio Teaching / Learning activities

n
(indiv/groups/wh
ole class)
2 mins Individual As students enter the classroom and settle
down they are to read, consider, and make
notes in an effort to answer the focus question
(as displayed on the board): How do
representations of longing in Grimm Brothers
Cinderella shape our understanding of longing?
Students thoughts will be addressed in later
class discussion.
2 mins Whole class Greet the class. Remind students that after
studying Cinderella in the previous lesson, and
working in groups to produce scenes adapted
from excerpts in the story that illustrate
longing, they will now have 10 minutes with
their group to prepare for enacting their scenes
for the class.
10 mins Groups Students split into 5 groups to prepare.
Walk among the groups to see progress, offer
insight, answer questions, make sure they stay
on task, etc.
16 mins Whole class Each group in turn has approximately 3
minutes to perform.
10 mins Whole class Class discussion of the scenes, in terms of the
meaning each contributed to the overall story.
Leads into discussion of students thoughts on
the focus question.
Leads to the conclusion that, in terms of what
it says about longing, that is, longing will only
be fulfilled for those who are deserving,
Cinderella can be read as a morality tale.
Leads into introduction to next text, I wish that
I had duck feet, through the link of morality.
That is, hint to the class that the similarity
between the two texts is that they may both be
read for a moral.
15 mins Groups Students split back into 5 groups. Each student
is given a copy of the text. In their groups they
must read the text and identify examples of
longing in the text and which language
conventions and/or picture book conventions
are in play in those examples.
 Time Organisatio Teaching / Learning activities
n
(indiv/groups/wh
ole class)
5 mins Whole class Groups share their findings with the class and
discuss.
20 mins Homework Students must compose a visual
representation of how longing is represented by
various techniques in either I wish that I had
duck feet or Cinderella. Can be a diagram, flow
chart, mind map, concept map, etc. Students
are not limited to pen and paper, rather they
may use any physical or virtual tools, and may
be as creative as they like. Students are
encouraged to experiment with the virtual tools
afforded by ICT.

Evaluation

Studentswerewellorganisedfortheirpresentations.Theywereexcitedandappreciativeofthe
chancetoexercisetheirfreedomandselfefficacy.Itriednottointerveneintheirpreparations
unlessasked.Iwillendeavortoallowthemmorefreedomforselfdirectedandpeerdirected
learninginthefuture.

Inretrospect

Thechoicetoscaffoldactivitiesfurthertosimpler,moreachievabletaskswasavaluableone,for
studentshaverespondedmorepositivelytogroupactivities.
Zoe-Lee Fuller 16343229

Area of Study - Longing

Lesson 8

Text - Elizabeth Bishops One Art, can be read at

http://www.poetryfoundation.org/poem/176996
Adeles Rolling in the Deep, can be listened to at
https://youtu.be/z9fXn7ib0qE

Class:Year 11(Standard) Time: 60 Minutes

Teacher: Objectives for self

To conduct a formative assessment via observation and
note taking as to how students are progressing in the Area
of Study
To assess how well the new groups work together in the
activities
 Syllabus Outcomes for students
Preliminary Outcome: 2

2.1 identifying similarities in and differences between

texts
2.2 identifying and describing the connections between
texts

Materials

White board and markers or Smartboard

Handouts with the poem and song lyrics (see Appendix A)
Worksheet (See Appendix B)

Procedures - see below

Time Organisatio Teaching / Learning activities

n
(indiv/groups/w
hole class)
2 mins Individual As students enter the classroom and settle
down they are to read, consider, and make
notes in an effort to answer the focus question
(as displayed on the board): How do we know
Elizabeth Bishop and Adele long for the people
they have lost even they both claim in their
texts that they do not? Students thoughts will
be addressed in later class discussion.
Zoe-Lee Fuller 16343229

Time Organisatio Teaching / Learning activities

n
(indiv/groups/w
hole class)
8 mins Whole class Greet the class. Remind students that in the
previous lesson we looked at the role of voice in
conveying meaning, having looked briefly at
One Art and Rolling in the Deep.
Introduce aspects of voice that are used in
these two texts to convey longing: Tone, pace,
diction.
Discuss what these are:
Tone: a reflection of composers attitude,
manner, mood, as represented in the text,
eg. friendly, detached, pompous, etc.
Pace: speed of the text, eg. slow and
leisurely, or speedy and hurried. Also does
the text change pace, eg. speed up, or
slow down?
Diction: the choice of words and how they
are arranged.
10 mins Groups Students split into 6 groups. 3 groups will look
at One Art, the other 3 at Rolling in the Deep.
Each group will receive a handout of the poem
or song lyrics they will be looking at. Each of
the three groups of each text will look at one of
the aspects of voice discussed in the allocated
text, and how the aspect of voice conveys
longing.
10 mins Whole class Groups report and discuss their findings with
the class.
Students make notes and complete worksheet,
synthesising the information discussed.
Students are then asked to discuss their
thoughts concerning the focus question and
how it relates to, or is different from, the overall
findings from the group work.
 Time Organisatio Teaching / Learning activities
n
(indiv/groups/w
hole class)
10 mins Whole class Class discussion of responses to the texts,
asking students what their initial responses to
these texts are? Were the texts emotive? Did
students feel sympathy or empathy? Did it stir
up feelings of longing, or grief, or anger? Can
they identify what feature/s of the text
influenced that response?
Now ask the students to consider how their
response might change if one changed the
pace, tone, or diction of the texts.
15 mins Groups Students split back into the same 6 groups.
Each group will again look at the same text and
the same voice characteristic. In their groups
they are to augment how the technique is used
in the text, and prepare to present to the class
with their groups changes, eg., if the pace
starts fast and then slows, they could start off
slow and then speed up, or if the tone is flippant
and detached, they could change it to be
excited or anticipatory. The group may choose
one member to perform their changes to the
class, or they may cut the text up to resemble
dialogue to be performed by to or more
members of the group. The group will have 10
minutes in the following lesson to prepare
before they present to the class.
5 mins Individual Have students revise their answers to the
focus question in light of the lessons content.
Homework None (allowing time for students to work on
upcoming assignment)

Evaluation

StudentsseemtobehandlingtheAreaofStudycontentwell,butarepossiblystrugglingwiththe
thewayinwhichmeaningandaudienceresponsechangewhentechnicalaspectsofthetextare
changed.Theirpresentationsnextlessonshouldhelpthis.Willusenotesrecordedtoconductaquiz
nextlessontobetterascertainstudentsprogress.

Thenewgroupconfigurationsresultedinstudentshavingtroublesettlingdownfortheactivities.
Zoe-Lee Fuller 16343229

Inretrospect

Theoldgroupsworkedbettertogether,moreeffectively,thantodaysnewgroupconfigurations.
Liketheoldadage,ifitisnotbrokendonotfixit,seemstoapplyhere.Ithoughtthenoveltyof
changingthingsupwouldresultinmoreenthusiasm,whichitdidmoreenthusiasmtosocialise,
ratherthanengageintheactivities.EvidentlynotthesortofenthusiasmIwasafter.

Appendix A

OneArtByElizabethBishop

Theartoflosingisnthardtomaster;
somanythingsseemfilledwiththeintent
tobelostthattheirlossisnodisaster.

Losesomethingeveryday.Acceptthefluster
oflostdoorkeys,thehourbadlyspent.
Theartoflosingisnthardtomaster.

Thenpracticelosingfarther,losingfaster:
places,andnames,andwhereitwasyoumeant
totravel.Noneofthesewillbringdisaster.

Ilostmymotherswatch.Andlook!mylast,or
nexttolast,ofthreelovedhouseswent.
Theartoflosingisnthardtomaster.

Ilosttwocities,lovelyones.And,vaster,
somerealmsIowned,tworivers,acontinent.
Imissthem,butitwasntadisaster.

Evenlosingyou(thejokingvoice,agesture
Ilove)Ishanthavelied.Itsevident
theartoflosingsnottoohardtomaster
thoughitmaylooklike(Writeit!)likedisaster.
ElizabethBishop,OneArtfromTheCompletePoems19261979.Copyright1979,1983by
AliceHelenMethfessel.ReprintedwiththepermissionofFarrar,Straus&Giroux,LLC.

Source:TheCompletePoems19261979(Farrar,StrausandGiroux,1983)

ADELERollingInTheDeeplyrics

There'safirestartinginmyheart,

Reachingafeverpitchandit'sbringingmeoutthedark.

FinallyIcanseeyoucrystalclear

GoaheadandsellmeoutandI'lllayyourshipbare.

SeehowI'llleave,witheverypieceofyou

Don'tunderestimatethethingsthatIwilldo.

There'safirestartinginmyheart,

Reachingafeverpitchandit'sbringingmeoutthedark.

Thescarsofyourlove,remindmeofus.

Theykeepmethinkingthatwealmosthaditall

Thescarsofyourlove,theyleavemebreathless

Ican'thelpfeeling

Wecouldhavehaditall

Rollinginthedeep

Youhadmyheartinsideyourhand

Andyouplayedit

Tothebeat
Zoe-Lee Fuller 16343229

BabyIhavenostorytobetold

ButI'veheardoneofyouandI'mgonnamakeyourheadburn,

Thinkofmeinthedepthsofyourdespair

Makeahomedownthereasminesurewon'tbeshared

Thescarsofyourlove,remindyouofus.

Theykeepmethinkingthatwealmosthaditall

Thescarsofyourlove,theyleavemebreathless

Ican'thelpfeeling

Wecouldhavehaditall

Rollinginthedeep

Youhadmyheartinsideyourhand

Andyouplayedit

Tothebeat

Wecouldhavehaditall

Rollinginthedeep

Youhadmyheartinsideyourhand

Butyouplayedit

Withabeating

Throwyoursoulthrougheveryopendoor

Countyourblessingstofindwhatyoulookfor

Turnmysorrowintotreasuredgold

Youpaymebackinkindandreapjustwhatyousow

Wecouldhavehaditall
Wecouldhavehaditall

Wecouldhavehaditall

Rollinginthedeep

Youhadmyheartinsideyourhand

Andyouplayedittothebeat

Wecouldhavehaditall

Rollinginthedeep

Youhadmyheartinsideyourhand

Butyouplayedit,

Youplayedit,

Youplayedit

Youplayedittothebeat

Appendix B
Zoe-Lee Fuller 16343229

Text One Art - Elizabeth Bishop Rolling in the Deep - Adele

Features

Tone

Pace

Diction

Similaritie
s
 Text One Art - Elizabeth Bishop Rolling in the Deep - Adele
Features

Difference
s