J Pina 102091 Assig 1

102091 English Curriculum 2A/ Assignment 1
Rationale
The chosen study for stage 6 Preliminary Standard Area of Study is “conflict”. Conflict is
experienced by everyone in his or her lifetime and can exist in a range of forms, having varying
short, long term, negative and positive impact on those directly and indirectly involved. Conflict
can lead us to new worlds, identities, values, opinions, beginnings and relationships.
This Area of study requires student to explore the concept of conflict by analysing how its’
representation in and through a range of texts. Students will explore the nature of conflict and
the different types of conflict that can exist within texts, including: inner (intrapersonal) conflict,
interpersonal conflict, social; cultural, religious, gender, geographical, political and racial
conflict. The impact of conflict can be seen in the world in which we live and the shaping of our
identity, defining our beliefs, values, motivations as well as our intrapersonal and interpersonal
relationships.
In their responses and compositions, students examine, question, and reflect and speculate on:
 their own experiences of conflict
 the experience of conflict in and through their engagement with texts
 assumptions underlying various representations of the concept of conflict
 how the concept of conflict is conveyed through the representations of people,
relationships, societies, places, events and ideas that they encounter in the prescribed
text and other related texts of their own choosing
 how the composer’s choice of language modes, forms, features and structure shapes
representations of conflict
 The ways in which exploring the concept of conflict may broaden and deepen their
understanding of themselves and their world.
Through the study of texts, students will learn how meaning and understanding of conflict is
shaped by the use of language modes, forms and features. Students will also explore how
context has influenced the author’s representation of conflict and how their work can influence
the audience understanding of conflict. In doing this student will be required to identify
similarities and differences between the representations of conflict within each text, building
connections.
The Cranberries 1994 song ‘Zombie’ has been chosen for this area of study for its representation
of large-scale interpersonal and political conflict. The song explores the impact of Ireland’s 25
year long fight for independence, making direct reference to the Irish War of independence in
1916 and the 1993 IRA bombing in Warrington, Cheshire that killed two children. A range of
textual features are used to explore not only the impact of this conflict on those that live within
its playground but also those that watch on and do nothing to help restore peace and end
suffering.
Similarly the movie trailer of ‘The Hunger Games: Mockingjay Part 2’ shows how visual
techniques have been used to explore the violent impact of large-scale interpersonal and
political conflict on not only the land and nature but also the lives and of those living within it.
Jasmine Pina 18513064

The text shows links the ideas of competition, love, loss, strength and determination with
conflict.
Both ‘Still I Rise’ and ‘The Story of X’ explore conflict between individual and society. ‘I still Rise’
explores the history of the American Civil rights movement, while ‘story X’ explores the
experiences of a family that choose not to raise their child according to the gender
classifications of society. Both texts use a variety of language features to communicate their
experiences with the conflict that resulted from their opposing social views and expectations,
while giving a positive perspective of the positive change that can occur from conflict.
The Scarlet Ibis written by James Hurst represents an inner (intrapersonal) conflict. The narrator
of the story is a boy who struggles to accept the physical limitations of his younger brother
‘Doodle’. Love and pride lead him to expect Doodle to achieve in a way that is conflicting with
the reality of Doodle’s abilities. The story shows impact of conflict on relationships and personal
identity.
Students will use their studies of these and other texts to compose a range of essays and
creative writing pieces that explore conflict and how language techniques and visual tools are
used to create meaning and understanding of conflict.
Reference List
Angelou, M. (1978). I Still Rise. USA: Random House.
Board of Studies NSW. (2009). English Stage 6 Syllabus. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-syllabus-from2010.pdf
Board of Studies NSW. (2009). English Stage 6, Prescriptions: Area of Study Electives and Texts. Retrieved
from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-prescriptions-2015-
20.pdf
Gould, L. (1972). The Story of X. Retrieved from

http://web.bend.k12.or.us/jeremy.rubenstein/Mr._Rubensteins_Language_Arts_Page/Senior_English_
files/PDF%20X.pdf
Hurst, J. (1960). The Scarlet Ibis. The Atlantic Monthly. Retrieved from
http://www.tnellen.com/westside/stories/ibis.html
O'Riordan, D. (1994). Zombie. On No Need to Argue [CD]. Dublin, Ireland: Windmill Lane Recording
Studios
Encountering Conflict: Introduction. (n.d.). Retrieved from

https://www.vcestudyguides.com/blog/encountering-conflict-introductio
Jacobson, N. & Kilik, J. (Producers) & Lawrence, F. (Director). (2015). The Hunger Games: Mockingjay Part
2 [Official Motion picture Trailer]. United States: Color Force. Retrieved.
The Cranberries: Zombie Meaning. (n.d.). Retrieved from https://www.lyricinterpretations.com/the-
cranberries/zombie
The Troubles. (2017). Retrieved from http://www.bbc.co.uk/history/troubles
Zombie by The Cranberries. (n.d.). Retrieved from http://www.songfacts.com/detail.php?id=3168

Lesson Plans
LESSON PLAN 1 [60 min] Date 20/03/2017
Unit Area of Study: Conflict
Class Stage 6, Year 11 Standard English
Objectives  Students will develop knowledge and understanding of the forms and
features of language, and the structures of texts.
 Students will develop skills in responding to and composing a range of
texts.
 Students will develop skills in individual and collaborative learning.
Outcomes  (6) Students learn about the ways they can respond to texts
(BOSTES, NSW, 2010,  (7) A student selects appropriate language forms and features, and
pp. 25-27) structures of texts to explore and express ideas and values.
 (9) Students assess the appropriateness of a range of processes and
technologies in the investigation and organisation of information and
ideas.
Resources - 25 copies of ‘Zombie’ lyrics and worksheet (Appendix B)
- 25 copies of ‘The Hunger Games’ Trailer worksheet
- 25 copies of ‘Still I Rise’ (Appendix D)
- 25 copies of ‘The Story of X’. (Appendix E)
- Whiteboard markers and whiteboard
- Conflict Power point presentation (Appendix G)
- Laptop and projector
Sequence of Teaching and Learning Activities…

Sequence Language Mode / Class Students…
(Timing) Organisation Topic / content/ skills they are going to develop and the activities
they will do
0-5 min Whole class Students enter classroom and take their seats
Students get books and pens out ready to begin lesson while
teacher marks the roll.
Explain that today’s lesson will be the beginning of a new

unit work that will focus on an Area of study’ on ‘conflict’.
Using Power Point show students what will be expected of

them in completing this Area of Study (Appendix G, slide 2).
5-10 min Whole class quiet What is conflict? Using the concept map template provided
reflection and note taking (Appendix G, slide 3).give students 2 minutes to think and
followed by whole class write down their initial response to the following questions
discussion lead by using one or two word answers:
teacher. - What is conflict?
- Why does it occur?
- Types of conflict? What does conflict look like?
- Who experiences conflict?
Create a concept map on the board by asking all students to

contribute a word or idea. Discuss student thoughts as your
go and encourage them to think deeper (Example (Appendix
G, slide 4).

(Teacher to take a picture of the final concept map created

by the class to post into google classrooms for reference by
students post lesson)
10-15 min Whole class discussion As a class write a definition of conflict that will serve as a
lead by teacher and note thesis for future essay writing on conflict. Explain the
taking. purpose of a theses statement and show the students an
example of a conflict thesis you have written. As a class
discuss if you think this thesis is good, why so and ask if
there is anything, we could add to the definition to make it
more complete (Appendix G, slide 5).
15-25 min Whole class listening and Explain to the students that today we will begin by looking at
watching video two texts that deal with interpersonal conflict and war. The
first is the song ‘Zombie’ (Appendix A).and the second is a
visual text, the movie trailer for ‘The Hunger Games:
Mockingjay Part 2’ (Appendix C).
Explain to the student what they should be thinking and

looking for when examining texts. Use the tips listed in the
power point as a guide for your explanation (Appendix G,
slide 6).
Begin by getting the students to watch the video clip for the
song ‘Zombie’ (Appendix G, slide 7). While they are doing
this hand out a printout of the song lyrics and techniques
worksheet to each student (Appendix A & B).
25-30 min Individual reflection and Students are asked to reflect upon the music video they
writing followed by class have just watched and think about the messaging of the
discussion and sharing. song ‘Zombie’. Using the power point questions (Appendix G,
slide 8) as a guide students make some notes on their initial
thoughts of the song.
Students come together and discuss what they have written
as a class which student invited to share their thoughts.
30-35 min Whole class listening and Discuss the context of the song giving students some facts of
note taking the conflict in Ireland and the background of Dolores Mary
O'riordan who wrote this song (Appendix G, slide 9 and 10).
35-45 Whole class reading and Get the students to read through the lyrics quietly and begin
writing to annotate the text using the Definitions and Techniques
worksheet to guide their thinking.
45-50 Whole class discussion Teacher works through the answers of the worksheet with
and sharing class and clarifies answers.
50-53 Whole class listening and Students are introduced to the next text , the movie trailer
watching movie trailer. for ‘The Hunger Games: Mockingjay Part 2’ (Appendix C).
Students are asked to watch the film (Appendix G, slide 11)
and make notes on the visual features that are used to
represent and create an understanding of the effect of
conflict.
53-60 Whole class listening and The teacher summarises the class activities completed today
note taking and explains the plan for the next day’s lesson.
Homework: Students are given a worksheet to complete for
homework to complete on the visual techniques used in the
movie trailer they just watched, to create meaning. The

worksheet is the same format as the one they just

completed for Zombie.
Students are also given copies of the texts that will be
discussed in the next lesson, ‘Still I Rise’ (Appendix D).and
‘The Story of X’(Appendix E). Students are told to make notes
of the what form of conflict is represented in each text and
list four textual features that are used by the authors to
create meaning of the concept of conflict.
Teacher to upload slides and concept map image to Google
Classroom.
Extension Activities Students who complete activities early can begin reading set for homework.
Assessment Informal
(Formal/Informal) - Group discussion
- Response to targeted questions and scaffolded worksheets
Evaluation/ Reflection Upon lesson completion, reflect upon the level of student engagement and
the success of the scaffolded worksheets.


Objectives  Students will develop knowledge and understanding of the contexts,
purposes and audiences of texts.
 Students will develop knowledge and understanding of the forms and
Outcomes  (2) Student identifies and describes relationships among texts.
ideas.
Resources - Spare copies of ‘The Hunger Games: Mockingjay Part 2” movie trailer
worksheet
- Spare copies of ‘Still I Rise’
- Spare copies of ‘The Story of X’.
- 25 copies of ‘The Scarlet Ibis’
- Conflict Power point presentation

they will do
Students get books, pens out and homework out, ready to
begin lesson while teacher marks the roll.
Explain that in today’s lesson they will be continuing their

work on the Area of study ‘conflict’.
3-18 min Whole class listening and Teacher and students mark ‘The Hunger Games: Mockingjay
discussion Part 2’ movie trailer worksheet set for homework. Students
and teacher discuss the conflict represented in the text and
the visual techniques used by the director to convey
meaning of the conflict in the film (Appendix C).
Students and the teacher discuss similarities that exist
between the two texts studied. Using the table in power pint
slide as a guide (Appendix G, slide 12), highlight through
discussion the similar and different meanings and
representations of conflict that exist in the two texts and
how these meanings are created. Write answers on the
board for students to copy in their books.
18-28 min Whole class listening, Introduce the text 3- ‘Still I Rise’ (Appendix D).giving a short
discussion and note overview of the author and the context in which the poem
taking. was written.
Get the students to share some of the techniques they

identified in the poem for homework and their effect.

Write answers on the board.

28-38 min Whole class listening, Introduce text 4- ‘The Story of X’ (Appendix E). giving a short
discussion and note overview of the author and the context in which the text was
taking. written.

identified in the text for homework and their effect.
38-53 min Whole class writing, Invite students to select either text 3 or 4 and write a
followed by reflective Personal response to the text using power point slide as a
discussion guide (Appendix G, slide 13). Students are instructed to
support all thoughts and opinions by making reference to
the language features identified in the text.
Get student to share their responses with the class. Teacher

will guide discussion by highlighting differences in opinion.
Homework:
Students are given a copy of text 5 ‘The Scarlet Ibis’
(Appendix F) to read and review before the next lesson.
Students are told to make notes of the what form of conflict
is represented in this text and list four textual features that
are used by the author to create meaning of the concept of
conflict.


Objectives  Students will develop knowledge and understanding of the contexts,
purposes and audiences of texts.
 Students will develop knowledge and understanding of the forms and
Outcomes  (2) Student identifies and describes relationships among texts.
ideas.
Resources - Spare copies of ‘The Scarlett Ibis’.
- Conflict Power point presentation

they will do
Students get books, pens out and homework out, ready to
begin lesson while teacher marks the roll.
Explain that in today’s lesson they will be continuing their

work on the Area of study ‘conflict’
5-15 min Whole class listening, Introduce text 4- ‘The Scarlett Ibis’ giving a short overview of
discussion and note the author and the context in which the text was written.
taking.
identified in the text for homework and their effect.
15-35 min Whole class listening, Students will begin practicing short answer responses using
discussion and note the PEEL method and the texts they have studied.
taking. The teacher will provide a short revision of the PEEL method
and show an example question and response (Appendix G,
slide 14). .
The teacher will provide the class with a short answer
questions regarding text 1 Zombie. Teacher and student will
work together to complete the questions using their notes
from previous lessons and the scaffold provided by the
teacher.
35-55 min Whole class writing. The teacher will provide the students with another short
answer questions and encourage them to work on their own
to write a response using the PEEL method and their notes.
(Appendix G, slide 15).
Teacher will ask students to share responses, with one
student providing an answer for ‘P’ another for ‘E’ etc. The
teacher will work with the students, using their responses to

the questions to write a complete response on the board.
Homework: Students are given two more short answer
questions to complete for homework.

Appendix A
Text 1 - Zombie (Song)
Written by Dolores Mary O'riordan
Child = innocence, provoke empathy Pathos
Another head hangs lowly

Child is slowly taken Silence = lack of negotiation between conflicting sides
And the violence, caused such silence Rhetorical question to and use of the collective pronoun “we” asks the
Who are we mistaken? reader to consider if the loss associated with war is worth the cause.
But you see, it's not me ‘You, ‘your’ - Second person address, appealing directly to the responder
It's not my family
Descriptive language - words that provoke connotations of
In your head, in your head, they are fighting war and violence
With their tanks, and their bombs
And their bombs, and their guns
Crying = emotion, pathos
In your head, in your head they are crying
In your head, in your head Zombie = Metaphor

Zombie, zombie, zombie-ie-ie Soldiers are zombies unable to do anything but follow
What's in your head, in your head orders or the wider public are like zombies ignoring the
conflict and violence because it doesn’t include them.
Zombie, zombie, zombie-ie-ie, oh
Repetition of Zombie to emphasise point.
Du, du, du, du
Du, du, du, du
Du, du, du, du
Mother’s breaking heart = emotion, pathos and loss of a
Du, du, du, du
child and innocence. Cost of war.
Another mother's breaking

Heart is taking over
When the violence causes silence
We must be mistaken Reference to the Easter Rebellion of April 1916. The rising was
launched by the Irish republicans, as a means of ending British
rule in Ireland.
It's the same old theme
Since nineteen-sixteen
In your head, in your head, they're still fighting Descriptive language - words that provoke connotations of
With their tanks, and their bombs war and violence
And their bombs, and their guns

Repetition of ‘in your head’ to emphasise point.
In your head, in your head, they are dying
In your head, in your head Reference to ‘your head’ - appealing directly to the
Zombie, zombie, zombie-ie-ie responders denial as they distance themselves from the
What's in your head, in your head conflict and violence.
Zombie, zombie, zombie-ie-ie

Appendix B
Zombie worksheet DEFINITIONS OF TECHNIQUES:
1. Repetition: The repeating of words or phrases more than once. Its purpose is to emphasise a
point.
2. First person address: This is when the narrator, speaker or “voice” uses the personal pronouns,
“I,” “me,” or “my.” It allows for the responder (audience or reader) to connect with the voice.
3. Descriptive Language: Language that creates a vivid (clear) picture of an object or scene
4. Metaphor: This is a type of figurative language which compares one object to another by saying
it “is” something. More sophisticated metaphors can use a name of something else to replace the
literal meaning.
5. Pathos: This is emotive language. It usually evokes pity or sadness. An easy way to remember
“pathos” is the “path” in “empathy.” We feel empathy for others through emotions.
6. Rhetorical question: A question that does not require an answer because the speaker or writer
already assumes that the answer is obvious by the context in which the question is asked.
Identifying TECHNIQUES, QUOTE AND EFFECT:

The examples you provide in your essay, which help to justify how the song focuses on the concept of
conflict and its impact, will need to come from the techniques that the author uses. These techniques
shape our understanding of the concept. You need to keep this in mind when writing your essay.
Task:
1. Identify the techniques that best describes the listed quotation by using the definitions listed
above.
2. Write down what effect it has on our understanding of the impact of political conflict and war
in the song.
TECHNIQUE QUOTE EFFECT

“What's in your head,
in your head”
“And the violence,

caused such silence
Who are we
mistaken?”
“But you see, it's not

me
It's not my family”
“In your head, in your

head
Zombie, zombie,
zombie-ie-ie
What's in your head, in
your head
Zombie, zombie,
zombie-ie-ie, oh”
“Another mother's
breaking
Heart is taking over”
“With their tanks,
and their bombs
And their bombs,
and their guns”

Appendix C
Text 2 –
Film trailer, ‘The Hunger Games: Mockingjay Part 2’

Directed by Francis Lawrence and released in 2015.
https://www.youtube.com/watch?v=KmYNkasYthg
Dull dark colours to depict sadness and war

All the people in the same colour clothes showing Close up of human comfort, emotion
conformity, a group, a side.
Wide-angle shot used to show the masses and

support for their leader Katniss.
Images of violence and destruction +impact
of conflict
Music is used to build excitement and
suspense.
”Ladies and gentlemen, welcome to the 76th

Hunger Games” = comparison of war to games
and competition

Appendix D
Text 3 - Still I Rise

By Maya Angelou
You may write me down in history You may shoot me with your words,
With your bitter, twisted lies, You may cut me with your eyes,
You may trod me in the very dirt You may kill me with your hatefulness,
But still, like dust, I’ll rise. But still, like air, I’ll rise. Metaphor - comparing words, eyes and
Me, I, I’ll - First person, hatefulness to weapons to show the
personal experience ways people attempt cause conflict.
Does my sassiness upset you? Does my sexiness upset you?

Why are you beset with gloom? Does it come as a surprise
‘Cause I walk like I’ve got oil wells That I dance like I’ve got diamonds
Pumping in my living room. At the meeting of my thighs?
You = second person, those that have
displayed racist feelings.
Just like moons and like suns, Out of the huts of history’s shame
With the certainty of tides, I rise
Just like hopes springing high, Up from a past that’s rooted in pain
Still I’ll rise. Metaphor for overcoming the racism I rise
that brings conflict to the poets life.
I’m a black ocean, leaping and wide,
Did you want to see me broken? Welling and swelling I bear in the tide.
Bowed head and lowered eyes?
Shoulders falling down like teardrops, Leaving behind nights of terror and fear
Ignoring the Weakened by my soulful cries? I rise

pain and Pathos, emotion
suffering.
Into a daybreak that’s wondrously clear
suffering.
Does my haughtiness offend you? I rise
Don’t you take it awful hard Bringing the gifts that my ancestors gave,
‘Cause I laugh like I’ve got gold mines I am the dream and the hope of the slave.
Diggin’ in my own backyard. I rise
I rise
Does my…. ? rhetorical questions used to
question the motivations for causing conflict I rise

Appendix E
Text 4 - The Story of X by Louise Gould




Appendix F
Text 5 - The Scarlet Ibis (Short Story)

by James Hurst
Summer was dead, but autumn had not yet been born when the ibis came to the bleeding tree. It's strange
that all this is so clear to me, now that time has had its way. But sometimes (like right now) I sit in the cool
green parlor, and I remember Doodle.
Doodle was about the craziest brother a boy ever had. Doodle was born when I was seven and was, from the
start, a disappointment. He seemed all head, with a tiny body that was red and shriveled like an old man's.
Everybody thought he was going to die.
Daddy had the carpenter build a little coffin, and when he was three months old, Mama and Daddy named him
William Armstrong. Such a name sounds good only on a tombstone.
When he crawled on the rug, he crawled backward, as if he were in reverse and couldn't change gears. This
made him look like a doodlebug, so I began calling him 'Doodle.' Renaming my brother was probably the
kindest thing I ever did for him, because nobody expects much from someone called Doodle.
Daddy built him a cart and I had to pull him around. If I so much as picked up my hat, he'd start crying to go
with me; and Mama would call from wherever she was, "Take Doodle with you."
So I dragged him across the cotton field to share the beauty of Old Woman Swamp. I lifted him out and sat him
down in the soft grass. He began to cry.
"What's the matter?"
"It's so pretty, Brother, so pretty."
After that, Doodle and I often went down to Old Woman Swamp.
There is inside me (and with sadness I have seen it in others) a knot of cruelty borne by the stream of love. And
at times I was mean to Doodle. One time I showed him his casket, telling him how we all believed he would
die. When I made him touch the casket, he screamed. And even when we were outside in the bright sunshine
he clung to me, crying, "Don't leave me, Brother! Don't leave me!"
Doodle was five years old when I turned 13. I was embarrassed at having a brother of that age who couldn't
walk, so I set out to teach him. We were down in Old Woman Swamp. "I'm going to teach you to walk,
Doodle," I said.
"Why?"
"So I won't have to haul you around all the time."
"I can't walk, Brother."
"Who says so?"
"Mama, the doctor–everybody."
"Oh, you can walk." I took him by the arms and stood him up. He collapsed on to the grass like a half-empty
flour sack. It was as if his little legs had no bones.
"Don't hurt me, Brother."
"Shut up. I'm not going to hurt you. I'm going to teach you to walk." I heaved him up again, and he collapsed.
"I just can't do it."
"Oh, yes, you can, Doodle. All you got to do is try. Now come on," and I hauled him up once more.
It seemed so hopeless that it's a miracle I didn't give up. But all of us must have something to be proud of, and
Doodle had become my something.

Finally one day he stood alone for a few seconds. When he fell, I grabbed him in my arms and hugged him, our
laughter ringing through the swamp like a bell. Now we knew it could be done.
We decided not to tell anyone until he was actually walking. At breakfast on our chosen day I brought Doodle
to the door in the cart. I helped Doodle up; and when he was standing alone, I let them look. There wasn't a
sound as Doodle walked slowly across the room and sat down at the table. Then Mama began to cry and ran
over to him, hugging him and kissing him. Daddy hugged him, too. Doodle told them it was I who had taught
him to walk, so they wanted to hug me, and I began to cry.
"What are you crying for?" asked Daddy, but I couldn't answer. They didn't know that I did it just for myself,
that Doodle walked only because I was ashamed of having a crippled brother.
Within a few months, Doodle had learned to walk well. Since I had succeeded in teaching Doodle to walk, I
began to believe in my own infallibility. I decided to teach him to run, to row, to swim, to climb trees, and to
fight. Now he, too, believed in me; so, we set a deadline when Doodle could start school.
But Doodle couldn't keep up with the plan. Once, he collapsed on the ground and began to cry.
"Aw, come on, Doodle. You can do it. Do you want to be different from everybody else when you start
school?"
"Does that make any difference?"
"It certainly does. Now, come on."
And so we came to those days when summer was dead but autumn had not yet been born. It was Saturday
noon, just a few days before the start of school. Daddy, Mama, Doodle, and I were seated at the dining room
table, having lunch. Suddenly from out in the yard came a strange croaking noise. Doodle stopped eating.
"What's that?" He slipped out into the yard, and looked up into the bleeding tree. "It's a big red bird!"
Mama and Daddy came out. On the topmost branch perched a bird the size of a chicken, with scarlet feathers
and long legs.
At that moment, the bird began to flutter. It tumbled down through the bleeding tree and landed at our feet
with a thud. Its graceful neck jerked twice and then straightened out, and the bird was still. It lay on the earth
like a broken vase of red flowers, and even death could not mar its beauty.
"What is it?" Doodle asked.
"It's a scarlet ibis," Daddy said.
Sadly, we all looked at the bird. How many miles had it traveled to die like this, in our yard, beneath the
bleeding tree?
Doodle knelt beside the ibis. "I'm going to bury him."
As soon as I had finished eating, Doodle and I hurried off to Horsehead Landing. It was time for a swimming
lesson, but Doodle said he was too tired. When we reached Horsehead landing, lightning was flashing across
half the sky, and thunder was drowning out the sound of the sea.
Doodle was both tired and frightened. He slipped on the mud and fell. I helped him up, and he smiled at me
ashamedly. He had failed and we both knew it. He would never be like the other boys at school.
We started home, trying to beat the storm. The lightning was near now. The faster I walked, the faster he
walked, so I began to run.
The rain came, roaring through the pines. And then, like a bursting Roman candle, a gum tree ahead of us was
shattered by a bolt of lightning. When the deafening thunder had died, I heard Doodle cry out, "Brother,
Brother, don't leave me! Don't leave me!"
The knowledge that our plans had come to nothing was bitter, and that streak of cruelty within me awakened.
I ran as fast as I could, leaving him far behind with a wall of rain dividing us. Soon I could hear his voice no
more.
I stopped and waited for Doodle. The sound of rain was everywhere, but the wind had died and it fell straight
down like ropes hanging from the sky.

I peered through the downpour, but no one came. Finally I went back and found him huddled beneath a red
nightshade bush beside the road. He was sitting on the ground, his face buried in his arms, which were resting
on drawn-up knees. "Let's go, Doodle."
He didn't answer so I gently lifted his head. He toppled backward onto the earth. He had been bleeding from
the mouth, and his neck and the front of his shirt were stained a brilliant red.
"Doodle, Doodle." There was no answer but the ropy rain. I began to weep, and the tear-blurred vision in red
before me looked very familiar. "Doodle!" I screamed above the pounding storm and threw my body to the
earth above his. For a long time, it seemed forever, I lay there crying, sheltering my fallen scarlet ibis.

Appendix G
Conflict power point presentation slides
Slide 1. Slide 2.
Slide 3. Slide 4.
Slide 5. Slide 6.

Conflict power point presentation slides cont.

Slide 7. Slide 8.
Slide 9. Slide 10.
Slide 11. Slide 12.

Conflict power point presentation slides cont.

Slide 13. Slide 14.
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J Pina 102091 Assig 1

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102091 English Curriculum 2A/ Assignment 1

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Angelou, M. (1978). I Still Rise. USA: Random House.

Board of Studies NSW. (2009). English Stage 6 Syllabus. Retrieved from

Gould, L. (1972). The Story of X. Retrieved from

Encountering Conflict: Introduction. (n.d.). Retrieved from

The Troubles. (2017). Retrieved from http://www.bbc.co.uk/history/troubles

Zombie by The Cranberries. (n.d.). Retrieved from http://www.songfacts.com/detail.php?id=3168

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Sequence of Teaching and Learning Activities…

Explain that today’s lesson will be the beginning of a new

Using Power Point show students what will be expected of

Create a concept map on the board by asking all students to

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(Teacher to take a picture of the final concept map created

Explain to the student what they should be thinking and

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worksheet is the same format as the one they just

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LESSON PLAN 2 [60 min] Date 21/03/2017

Sequence of Teaching and Learning Activities…

Explain that in today’s lesson they will be continuing their

Get the students to share some of the techniques they

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Write answers on the board.

Get the students to share some of the techniques they

Write answers on the board.

Get student to share their responses with the class. Teacher

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LESSON PLAN 3 [60 min] Date 23/03/2017

Sequence of Teaching and Learning Activities…

Explain that in today’s lesson they will be continuing their

Write answers on the board.

teacher will work with the students, using their responses to

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Child = innocence, provoke empathy Pathos

Another head hangs lowly

In your head, in your head Zombie = Metaphor

Another mother's breaking

And their bombs, and their guns

Zombie, zombie, zombie-ie-ie

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Identifying TECHNIQUES, QUOTE AND EFFECT:

TECHNIQUE QUOTE EFFECT

“And the violence,

“But you see, it's not

“In your head, in your

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Film trailer, ‘The Hunger Games: Mockingjay Part 2’

Dull dark colours to depict sadness and war

Wide-angle shot used to show the masses and

”Ladies and gentlemen, welcome to the 76th

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Text 3 - Still I Rise

Does my sassiness upset you? Does my sexiness upset you?

Ignoring the Weakened by my soulful cries? I rise

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Text 5 - The Scarlet Ibis (Short Story)