Syllabus Outcomes and Content

HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits

ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005

English (ESL) Course Stage 6 Year 12

Unit: Module A Telling Stories (Cinema Paradiso)

TEACHING SEQUENCE

W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 1 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits

ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005

English (ESL) Course Stage 6 Year 12 Unit: Module A Telling Stories

This unit of work was developed by Melony Henwood and Julia Ray of Lurnea High School and Emma Vale of DET Campbelltown Area Office, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.

 Commonwealth of Australia 2005 This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.

Disclaimer The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.

Acknowledgement This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.

W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 2 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits

Syllabus outcomes and Language to be Teaching and learning sequence Resources Quality Teaching content taught Elements Lesson 1: Introduction to Telling Stories 4. Students learn to use Focus on key language relevant to their introductory terms: Key concepts: All people tell stories to make sense of study of English including: anecdote the world and relate to others. Stories are composed in 4.1 its terminology humour different ways to achieve different purposes. 4.3 language of personal, climax social, historical, cultural and complication workplace contexts. unexpected Tell students a humorous personal anecdote. (T) Significance Individual students asked to share own funny story. (I) 5. Students learn to Focus on key terms Discuss (W) Background understand how audience from the  When do we use this type of story and with Knowledge and purpose affect the prescriptions whom? language and structure of document:  Why do people tell this type of story? Connectedness texts by: modes 5.1 identifying the language perceptions  What are the main narrative features of this type features and structures of texts media of story and why? composed for different conventions audiences and purposes. promote involvement Explain that anecdotes are one form of story. We will be studying a range of stories and how stories are told this term. (W) Extract from the Read Syllabus Outline for the elective ‘Telling Stories’. syllabus & prescriptions (W) booklet. Handout1 3. Students learn to Lesson 2: Introduction to Telling Stories understand cultural Key concepts: All stories conform to certain reference in texts by: conventions. How these conventions are used will vary 3.1 identifying and explaining according to the purpose, mode, medium and context. cultural differences related to communication. 3.3 evaluating culturally based Focus on reinforcing Ask students to give different examples of stories in their values and perspectives in terminology lives. Create mindmap on the board focusing on Significance texts. associated with audiences, modes, media, purposes and contexts for Background narrative. telling stories. (W) Knowledge 4. Students learn to use the language relevant to their Students discuss statements about the uses, Statements about Intellectual Quality study of English including: Language functions conventions and purpose of stories across cultures. (G) Telling Stories. Substantive 4.2 language for making for expressing Handout 2 Communication connections, questioning, opinions, agreeing Whole class feedback followed by discussion of Problematic affirming, challenging, and disagreeing and speculating about and making connections contentious statements. Link this discussion back to the knowledge generalising about texts. between texts. key concepts for the lesson. (W) Significance Cultural knowledge W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 3 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits 5. Students learn to understand how audience Revisit mindmap and add any additional information and purpose affect the about modes, media, purposes and ways of telling language and structure of stories that arise from student feedback. (W) texts by: 5.1 identifying the language features and structures of texts Informal assessment = Students complete Telling composed for different Stories overview table (A) audiences and purposes.

6. Students learn to Lesson 3: Engaging with the details of text recognise and use language Key concepts: ‘The Rabbits’ uses the elements of patterns and structural narrative with an emphasis on particular techniques to features of texts by: suit the composer’s purpose and the conventions of the 6.1 identifying key words and mode. phrases of a text.

1. Students learn about the Key terminology Worksheet classifying activity: The key elements used Narrative features / Intellectual Quality ways meaning is shaped associated with to tell stories. elements. Handout 3 Substantive through the relationship narrative: Resource sheet 4 Communication between composer, Plot, setting, themes, Students classify narrative features under the correct responder, text an context dialogue, setting, headings (P). Deep knowledge by: characterization Metalanguage 1.1 identifying features of Preview the front and back cover of The Rabbits, The Rabbits by Shaun particular texts and describing Visual literacy discussing the title, blurb, layout, images and colours. Tan and John Marsden their effects on meaning. terminology: Vector, colour (P) (class set) 3. Students learn to symbolism, layout, understand cultural image, representation Students predict the purpose, target audience, content reference in texts by: and mood of the story based on the visuals on the cover 3.3 evaluating culturally based Skill: prediction and link back to the core elements of narrative from first values and perspectives in half of lesson. Which elements will be most important in texts. this story and why? (W) 1. Students learn about the Lesson 4: Engaging with the details of text Focus questions ways meaning is shaped  How well do the through the relationship Key concepts: The Rabbits uses a specific range of pictures relate to between composer, Metalanguage: narrative elements to suit the composer’s purpose and narration? Intellectual Quality responder, text an context Register, syntax, the conventions of the mode.  Are there any Metalanguage by: Aboriginal English, images, colours or 1.1 identifying features of point of view symbols that you think particular texts and describing Students read The Rabbits silently. (I) are significant? their effects on meaning. Provide focus questions before reading and explain how  Describe the 5. Students learn to students should approach reading the text. (T) style of language used understand how audience in the text. Is it what W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 4 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits and purpose affect the you would expect from language and structure of Grammar: Students discuss initial response to the narrative. (P) a picture book? Quality Learning texts by: personal pronouns as  What story are Environment: Social 5.1identifying the language they arise in relation Read The Rabbits aloud. (W) the composers trying to support features and structures of texts to narrative of The tell? (historical, composed for different Rabbits. Share individual student observations and link cultural, political, audiences and purposes. discussion back to the focus questions, highlighting the allegorical signif.?) way the elements of narrative are used. 8. Students learn to adapt a Lesson 5: Engaging with the language of the variety of textual forms narrative appropriately in all modes Key concepts: That language is used in ‘The Rabbits’ to by: position the reader. That elements of Aboriginal English 8.1 identifying and describing engage the reader and promote response. a wider variety of language forms, features and structures Intellectual Quality: of particular texts in personal, Focus questions to engage students with the language Metalanguage social, historical, cultural and and the written narrative. One teacher to work with workplace contexts. students on each aspect of the text. (G) Deep knowledge 8.2 Identifying the effects of Use of language to the language forms, features achieve particular Students choose between: Deep understanding and structures of particular effects:  study of aspects of Aboriginal English and texts in personal, social, Pronouns identify examples in The Rabbits OR Substantive historical, cultural and Simple sentences communication workplace contexts. repetition, parallelism  close study of verbs and noun groups to syntax examine how the reader is positioned by the narrative. Homework focus question and task: Why isn’t there any written dialogue between the rabbits and the wallabies? Choose ONE opening and write the dialogue that might occur between these two groups. (Pairs to later perform these dialogues in class). 3. Students learn to Lesson 6 - 7: Engaging with the visual narrative understand cultural reference in texts by: Metalanguage Key concepts: A range of visual elements including 3.3 evaluating culturally based Terminology of visual colour, symbolism, layout and contrast are used to values and perspectives in texts. communicate the composer’s message in ‘The Rabbits’. texts. That the visuals work through exemplification and 3.4 showing understanding of key cultural attitudes, beliefs contrast with written text in The Rabbits. and values underlying issues & Visual Elements Intellectual Quality: language in texts. Teacher leads students in identifying the visual Handout 5 Deep knowledge elements used to tell the story. Draw students’ attention 9. Students learn about the to the way that the visual narrative works with the print Glossary of terms: The ways they can respond to narrative text. Rabbits Handout 6 W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 5 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits texts by: 9.1 analysing in detail texts in Analysis of the cover - complete table focusing on visual a range of modes and media. elements. (W) 9.2 composing and supporting Quality learning a personal response to texts. Grammar: Tense Students choose another 2 openings from “The Rabbits” environment: 9.3composing extended Communicating ideas arguments supported by about texts using the and complete a detailed analysis of the visual narrative Student direction textual evidence. simple present tense and how it relates to the print narrative at this point in Intellectual Quality: 4. Students learn to use the and the gerund. the story. (P) Deep understanding language relevant to their study of English including: Homework – cloze passage: Analysis of the cover of 4.4 language of critical ‘The Rabbits’ with a focus on verbs. expression Lesson 8 - 9: Engaging with the constructed nature of text

Key concept: That narratives are constructed to shape 9. Students learn about the people’s perceptions of others and the world. ways they can respond to texts by: Metalanguage Provide students with questions from the NSW DET 9.1 analysing in detail texts in visual texts: surreal, Questions to Shaun Quality Learning Bookrap that were addressed to Shaun Tan as illustrator a range of modes and media. realistic, dominance Tan about The Rabbits Environment 9.2 composing and supporting of ‘The Rabbits’. Handout 7 High expectations a personal response to texts. Intellectual Quality 9.3composing extended Using analytical Students choose 2 / 3 questions per group and attempt Substantive arguments supported by language with focus to answer them as Shaun Tan by referring to the text. communication textual evidence. on verb form – (G) Deep understanding 9.4 evaluating the response of consolidation of Deep knowledge others. language from Each group reports back their findings as a ‘hot seat’ previous lesson. activity. Students are encouraged to ask the nominated group member questions. Hot seat individual must clarify any questions with reference to the text. (W) Significance Selected responses connectedness Read actual responses given by Shaun Tan. Highlight 4. Students learn to use the from Shaun Tan from language relevant to their the importance of the interaction of composer, NSW DET bookrap on study of English including: responder, text and context in the creation of meaning. The Rabbits. Handout 8 4.4 language of critical Using analystical language with focus expression Formative assessment: Students to read and respond Handout 8b on verb form – to handout ‘What makes a good story?’ Students consolidation of complete paragraph responses analysing how different language from previous lesson. elements of narrative have been used in The Rabbits.

W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 6 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits

6. Students learn to Skills: Lesson 10: Focus on listening skills recognise and use language Note taking patterns and structural Listening for main Dictagloss on requirements of the listening exam. Requirements of the Intellectual Quality: features of texts by: idea. Students take notes. (I) listening exam Metalanguage 6.1 identifying key words and phrases of a text Handout 9 Quality learning 6.2 identifying cohesive chains Grammar: Students attempt to recreate text. (P) environment: of words and direction markers Correct use of tense Social support 6.4 identifying and using and syntax. Pairs share with whole class. (W) appropriate syntax. Text revealed and any missed key information clarified. 1. Students learn about the Lesson 11: Telling stories in the medium of film ways meaning is shaped through the relationship Key concepts: Stories use the codes and conventions of between composer, narrative differently according to the mode and medium of responder, text an context storytelling. by: 1.2 comparing and contrasting Key terms: Brainstorm the similarities and differences found in film Common conventions Intellectual Quality texts and their contexts. Mode and medium, compared with picture books, anecdotes and other 2. Students learn about the codes and of narrative Handout 10 Metalanguage forms of storytelling. What impact do the similarities and relationships among texts conventions by: differences in the mode and medium have on the way 2.1 comparing and contrasting the story is told?(W) the forms and features of texts. Silently read the narrative conventions related to print 2.2 describing and explaining stories. (I) the connections between texts. Skill: Students read Cinematic conventions, highlighting the Intellectual Quality Skimming for main key idea in each section. (I) ideas. Deep knowledge

Discuss key ideas from the handout and relate to Significance students’ observations of cinematic convention in their Connectedness favourite films. (W) 14. A student reflects on Lesson 12: Assessment task notice. Assessment task notice Quality learning own processes of learning, Discuss expectations and marking criteria for environment: especially on the effects of achievement. (T) Explicit quality criteria their expanding knowledge and skills in English. 14.1 articulating and monitoring their own learning in English and of English.

W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 7 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits Lesson 13: Introduction to the set text Key concept: That meaning is influenced by the cultural and historical context in which texts are set and composed. 2. Students learn about the relationships among texts Listening skills Dictagloss on the social and historical context of the Cinema Paradiso – by: Note taking setting for Cinema Paradiso. (I) (P) (W) Background information Quality Learning 2.3 describing and explaining Handout 11 Environment the ways in which texts are Listening for main Students reconstruct the text, first individually, then in Background influenced by other texts and idea. pairs, then present their reconstructed text to the whole knowledge contexts. class. Social support Correct use of tense Significance and syntax. Completion of focus questions. (I) Inclusivity 7. Students learn about the Lesson 14, 15 & 16: Viewing Cinema Paradiso ways technology affects Skill: Prior to viewing, students complete a brief print survey meaning by: How to read subtitles of their current knowledge of film techniques. (I) Film Cinema Paradiso 7.1 analysing texts produced Focus on plot and personal responses during viewing. by a range of technologies. (W) 7. Students learn about the Lesson 17: Personal response to the film Significance ways technology affects Key concept: That films engage us and promote our meaning by: involvement in a range of ways that differ from stories in Background 7.1 analysing texts produced other modes and mediums. knowledge by a range of technologies. Key terms: flashback, musical Group discussion focusing on plot, characters and Intellectual Quality 4. Students learn to use score, acting students personal responses.(G) Metalanguage language relevant to their performance, casting Deep knowledge study of English including: Revision of filmic devices based on student survey Camera shots and 4.1 its terminology Terminology of film. responses.(W) angles, lighting etc.

7. Students learn about the Lessons 18-19: Close study of the film ways technology affects Key concept: That films are constructed to promote meaning by: viewer involvement and response. Film Cinema Paradiso Intellectual Quality 7.1 analysing texts produced Metalanguage Watch film, focusing on key scenes. (W) + (G) Deep understanding by a range of technologies. Using the terminology Key scenes: Metalanguage 7.2 describing and explaining of film. Resource sheet 12 the effects of technological  opening scene, forms and conventions in  bicycle scene and milk personal, social, historical, money scene, cultural and workplace  the fire scene in the square, contexts.  courting scene,  funeral scene and W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 8 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits  kissing scenes at end.

Narrative elements to focus on include; soundtrack, camera angles and shot type, the use of humour, symbolism, editing, and acting performances. 4. Students learn to use the Lessons 20–22:Writing analysis of selected scenes language relevant to their study of English including: Key concept: That effective analysis of texts requires Intellectual Quality 4.1 its terminology the analysis of the effects of textual devices and the Deep understanding 4.2 language for making provision of detailed and appropriate textual evidence. Metalanguage connections, questioning, affirming, challenging, speculating about and Paragraphing Joint construction of a paragraph analysing one of the Quality learning generalising about texts. Topic sentences. focus scenes. (W) environment: 4.4 language of critical Using evidence. Social support expression. Tense. Students write analysis on another scene. (P) 9. Students learn about the ways they can respond to Write analysis of additional scene. (I) texts by: 9.2 composing and supporting a personal response to texts. 9.3composing extended arguments supported by textual evidence. 9. Students learn about the Lesson 23: Assessment task ways they can respond to Intellectual Quality: texts by: View and write an analysis of ONE scene from Cinema Metalanguage 9.2 composing and supporting Paradiso. (I) Deep understanding a personal response to texts. 9.3composing extended arguments supported by Quality Learning textual evidence. Environment: High Expectations 4. Students learn to use the Lesson 24: Feedback language relevant to their Intellectual Quality study of English including: Language of marking Feedback on half yearly exam extended responses. (T) Student responses and Substantive 4.1 its terminology guidelines (I) + (W) communication 4.2 language for making completed feedback Quality Learning connections, questioning, sheets affirming, challenging, environment speculating about and Explicit Quality generalising about texts. Criteria 4.4 language of critical High Expectations expression.

W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 9 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray HSC ENGLISH ESL MODULE A: Experience through Language, Elective 1: Telling Stories Prescribed text: Cinema Paradiso Related text for class study: The Rabbits

4. Students learn to use the Lesson 25, 26 & 27: Follow up to half yearly exams language relevant to their Paragraphing Intellectual Quality study of English including: How to improve their extended responses. (T) 4.1 its terminology Using textual Deep understanding 4.2 language for making evidence. Improving their writing at the paragraph level. (I) connections, questioning, affirming, challenging, speculating about and Writing another extended response under exam generalising about texts. conditions – further practice. (I) 4.4 language of critical expression. 9. Students learn about the ways they can respond to texts by: 9.2 composing and supporting a personal response to texts. 9.3composing extended arguments supported by textual evidence. 13. A student reflects on Lesson 28: Feedback on term. own processes of Reflection on Intellectual Quality responding and composing. personal strengths Discussion and evaluation. Substantive 13.4assessing and engaging and weaknesses in communication with the strengths and writing. Teachers explain holiday homework. Holiday homework: weaknesses of their personal Read The China Coin style. up to chapter 5 A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English.

W: Whole class G: Group work P: Work in pairs I: Individual work T: Teacher led 10 ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Storiew Emma Vale, Melony Henwood, Julia Ray YEAR 12 ESL ENGLISH MODULE A: EXPERIENCE THROUGH LANGUAGE ELECTIVE 1: TELLING STORIES Resource sheet 1

Elective 1: Telling Stories

In their responding and composing, students explore the various ways narrative is used to engage audience interest in a range of modes, media and situations. They examine one prescribed text in addition to other examples of narrative in their lives to explore the uses and conventions of narrative and the ways in which elements of narration promote involvement. They also consider how narrative shapes our perceptions of others and the world.

From: English stage 6 prescriptions: Area of Study, Electives and Texts p.27

Elective 1: Telling Stories

Students explore:

 the various ways narration is used to engage audience interest in a range of modes, media and situations.

 the uses and conventions of narrative and the ways in which elements of narration promote involvement.

 how narrative shapes our perceptions of others and the world.

Abridged from: English Stage 6 prescriptions: Area of Study, Electives and Texts p.27

Student discussion

Instructions: Read the following statements about stories and decide:

 Which statements you agree with. Mark them with an A.  Which statements you disagree with. Mark them with a D.  Which statements you are not sure about. Mark them with a U.

One group member should be ready to justify the group decisions to the whole class.

A. All stories must have a beginning, K. Different cultures like different types of middle and end. stories.

B. Stories are important in all cultures. L. Different cultures tell stories in different ways. C. Stories should be shared and passed down to the next generation by families M. Film is the most powerful medium in and by cultures. which to tell a story.

D. Oral stories do not last the way written N. All stories serve the same purposes. stories do. O. Different stories are successful for E. Stories are never the truth or a true different reasons. picture of what happened.

F. Most people can tell a good story.

G. The most important aspect of a good story is the plot – i.e what happened and in what order it happened.

H. A television advertisement can tell a story.

This worksheet was developed from a worksheet in Telling I. Stories can be told without words. Stories published in Australia by Chalkface Press

Visual element Effect and meaning

Colour

Choice of images

Vectors

Positioning / layout

Symbols

Text / and title

Other ?

ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Stories Emma Vale, Melony Henwood, Julia Ray YEAR 12 ESL ENGLISH MODULE A: EXPERIENCE THROUGH LANGUAGE ELECTIVE 1: TELLING STORIES Resource Sheet 6 Glossary of Terms: THE RABBITS bewildering puzzling coincidence two or more events happening, apparently by accident, at the same time dominance control, power doom ruin, death, terrible fate emphasised stressed, made important episodes a number of connected scenes or stories fragmentation broken up into pieces, detached illuminated lit, bright with light impending threatening Impinges on has an affect on incorporates includes as part of a whole juxtaposition close placement, side by side looms rises in vision with the appearance of great size monochrome different shades of a single colour mystified bewildered, puzzled, confused ominous threatening, evil peering looking at carefully, as if trying to see clearly philosophical thoughtful, viewing sensibly, rationally portrayed shown, represented resemble to be similar, alike significance importance, special meaning subconsciously through a mental process of which the person is not consciously aware symbol something that represents something else, (adj. symbolic) as in a symbol wariness caution, care, suspicion

1. Is there a meaning behind the shape of the rabbits? What is the meaning? 2. On the last page are the rabbits and the ‘possum’ united or is there a different meaning? 3. Why are the houses so high off the ground? 4. Why are there numbers on everything? 5. Why do the rabbits wear wheels on their feet? 6. What is the meaning or significance of the little puddles of water that the rabbits are peering into throughout the book? 7. The symbol above the heading on the cover, does it have a significant meaning and why have you used it throughout the book? 8. Why is your art so Surreal and not Realistic? 9. Why, on the page, “Rabbits, rabbits, rabbits” is the sky being sucked into the statue? 10.What is the significance of the clocks and arrows? Does this symbolise the rabbits’ need for order and dominance? 11.On the page, “They didn’t live in trees…” why are the buildings made out of puzzle pieces? Is this symbolic?

In the following groups, attempt to answer all of the above questions as though you are Shaun Tan. Group Students Questions 1 1 & 2 2 3, 4 & 11 3 5 & 6 4 7 & 8 5 9 & 10

Resource Sheet 8 Questions to Shaun Tan about the picture book The Rabbits and Answers

Year 12 English (ESL) DICTAGLOSS Listening

Listening for a purpose is an important skill that requires practice to develop at a high level. The HSC exam requires you to listen for a specific purpose. You need to be a focused listener. This will enable you to maximize your understanding. It is also important that you are a critical listener, to enable you to interpret the social purpose of the spoken text. The ability to discuss the text with others will enable you to clarify your interpretation of the meaning. When you listen to the HSC exam tape you need to focus on the following elements:

- The main idea supporting the detail – the message that is being communicated; - Pitch – the voice’s range in sound; - Tone – clues to a speaker’s emotional state; - Register – determined by social purpose eg, formal/informal; - Pace – speed; - Sound – to create mood and atmosphere, eg. sound effects; - Interactions – interaction between two or more people eg. interview; - Purpose – the intention of the speaker, eg. to inform, or promote.

ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Stories Emma Vale, Melony Henwood, Julia Ray YEAR 12 ESL ENGLISH MODULE A: EXPERIENCE THROUGH LANGUAGE ELECTIVE 1: TELLING STORIES Resource Sheet 11 Cinema Paradiso – Background Information Year 12 English (ESL) DICTAGLOSS Name ______Class______

FOCUS QUESTIONS: 1. What challenges would the villagers of Giancaldo in the film “Cinema Paradiso” have faced in the 1950s? 2. What options for a successful life were open to the villagers at this time?

Sicily is an island that lies off the coast of Italy. It is the largest island in the Mediterranean Sea. Sicily is almost entirely covered by hills and mountains and it has long been noted for its fertile soil, pleasant climate, and natural beauty. Agriculture is the chief economic activity in Sicily but it has long been hampered by primitive methods of cultivation and inadequate irrigation. Sicily has a long, hot growing season and summer droughts are frequent. The chief agricultural products of the island are wheat, barley, corn, olives, citrus fruit, almonds, wine grapes, and cotton. Also, cattle, mules, donkeys and sheep are raised. Sicily’s major exports are minerals and fish. The island’s population centres around the coastal fishing towns and, historically, its people are generally very poor. The film Cinema Paradiso is set between the end of World War II and the late 1950s. At this time the villagers in Sicily could achieve some success through improved education. Other possibilities of success, such as the images of wealth presented in the cinema, involved leaving the island.

Homework Due______Highlight the following in the above passage: 1. Nouns 2. Verbs 3. Adjectives 4. Adverbs

Cinema Paradiso – Glossary of Terms

Use the words from the word bank to match the terms to the definitions. Write the terms beside the definitions. TERM DEFINITION The husband of an unfaithful wife. pig All of the actors in the movie are movie stars, they are great actors. Meeting of an organisation that works to maintain opposition to something (eg. enemy occupation, political group). Unable to read or write. Russian leader. An unprincipled, dishonourable person. A handle. Movie theatre. Laws that determine the conditions in which children may work eg. age. Done with authorisation. A person who lives in the country and is engaged, usually, in agricultural labour. A place of extreme delight. Full of fury, violent passion. It will lead to my downfall, loss. I will hit you with my cane.

Deep emotion. Determine what is happening. Afflicting with great suffering, deep pain. Something regarded as possessing sacred character. I understand. Hell A machine used for throwing an image onto a screen. One who operates a cinema projector. A person who is unadventurous, opposed to new ideas. A form of gambling, like Lotto. Covered in head lice. A person who does office work, eg. Clerk, politician. He is not good looking. To seek another’s love. Charlie Chaplin Famous American actor, appeared in silent films, usually comedy. Spencer Tracey Famous American actor. To be exposed to an embarrassing situation. The position of a viewed object, or the adjustment of an ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Stories Emma Vale, Melony Henwood, Julia Ray YEAR 12 ESL ENGLISH MODULE A: EXPERIENCE THROUGH LANGUAGE ELECTIVE 1: TELLING STORIES optical device, necessary to produce a clear image. To treat severely. John Wayne Famous American actor, usually western films. Marlon Brando Famous American actor. A fool. To move slightly. Sophia Loren Famous Italian actress, also famous in American films. Lana Turner Famous American actress. To free from an obligation or liability, release from, not subject to. An associate, work mate. Dark, depressing. Dismissed from serving in the army. The course of life is broken, it is not connected, past to present. Gary Cooper Famous American actor. James Stewart Famous American actor. Henry Fonda Famous American actor. The world is what you make of it; use it to your advantage. Don’t live on memories, don’t let them take over your life or slow you down. The room containing the equipment for the projection of films. This is a reference to a play by William Shakespeare of the same name. It is funny because Toto says his life is “much ado about nothing” meaning that he does nothing much and he has used the name of Shakespeare’s play to say this. Don’t worry or think about a subject for a long period of time. Here there are only memories of the past. I looked and/or travelled around, made a series of visits. A member of a council, eg. local government group. Miserably inadequate, inviting scorn or pity. Obviously false or foolish. Argued After the feeling of love has worn off there is nothing, nothing useful. To be disloyal, to reveal. Illnesses A narrative about a whale. There are only the memories of the past; Toto and Elena do not have a future together. A blank strip at the beginning of a reel of film. The transporting, marketing merchandising and selling of a product, eg, movies. A meeting of a famous person with the press, usually to make an important announcement or answer questions.

“figure it out” pencil pusher “here there are only ghosts” “The world is your oyster” “I did the rounds” “Don’t give into nostalgia” “I see the light” exempt “I’ll be ruined” officially “I’ll give you a taste of my cane” peasant “Moby Dick” illiterate “out of the fire of love comes ashes” swine “the depth of his feeling” paradise “there is no future, only the past” Stalin “tormenting my soul” “he’s no oil painting” absurd “Don’t dwell on it” ailments resistance rally betray star – studded cast budge “the thread is broken” cretin crucified distribution crank eternal fire colleague furious child labour laws leader scoundrel local councillor projection booth louse factory focus pathetic “Much ado about nothing” Pools “egg on your face” press conference cinema projectionist discharged projector gloomy quarrelled cuckold sacrament courting stick - in - the - mud

ENGLISH ESL HSC Assessment Task 2

DATE GIVEN: Friday week 7 DATE DUE: Part 1 – Tuesday week 10 Part 2 –Thursday week 10

WEIGHTING: 20 %

Listening: 10% Viewing and representing: 5% Writing: 5%

OUTCOMES TO BE ASSESSED: 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student describes and explains different relationships among texts. 3. A student demonstrates understanding of cultural reference in texts. 6. A student interprets texts using key language patterns and structural features. 7. A student analyses the effect of technology on meaning.

TASK DESCRIPTION

NOTE: Students must complete part one and part two of their assessment task on the date due or they will receive a zero for the incomplete component and an unsatisfactory progress letter home.

PART ONE You will be required to listen to ONE Australian short story and analyse its features. The story and task will be similar to work we have previously studied in class. You will be given a tape of three stories to take home to prepare. The listening task will be chosen from these three texts.

On the day of part one of the assessment you will listen to a story TWO TIMES. You will then answer a series of questions about the story. This could include questions about the purpose, audience and context, as well as questions about the language features and HOW the story has been composed to make it interesting and engaging to the audience.

PART TWO You will analyse ONE scene from the film Cinema Paradiso. You will be told which scene so that you can borrow a copy of the video and view the scene again at home.

ATESOL NSW AGQTP funded project Stage 6 English unit – HSC Module A Telling Stories Emma Vale, Melony Henwood, Julia Ray YEAR 12 ESL ENGLISH MODULE A: EXPERIENCE THROUGH LANGUAGE ELECTIVE 1: TELLING STORIES You will watch the scene from Cinema Paradiso TWO TIMES in class on the assessment day. You will then write a response to questions about the ways the director has tried to promote audience involvement in and enjoyment of the story.

The questions could include: o What film techniques have been used to tell this part of the story in an effective and engaging way? o What atmosphere and mood is created in this scene? How is it created? How is it important to the story as a whole? o How does the director promote our involvement in Cinema Paradiso? How is this scene typical of the techniques Guiseppe Tornatore uses throughout the film? o How is the relationship of Toto and Alfredo revealed and developed in this scene? o Compare TWO devices or techniques used by Guiseppe Tornatore to engage the audience in the story of ‘Cinema Paradiso’ with TWO devices used in EITHER: - the oral Australian short story studied in class OR – the picture book “The Rabbits”

MARKING CRITERIA

PART ONE

You will be marked on how well you: o Listen with understanding. This includes how well you can predict the meaning of new and unfamiliar words used in context and how well you interpret non- literal language and cultural reference in texts. o Identify specific structural and language features of the short story and describe their effect. o Understand cultural references in the story and discuss the effects of these cultural references on the meaning and on our enjoyment. o Respond to the text in detail in language that is clear and appropriate.

PART TWO

You will be marked on how well you: o Listen and view with critical understanding. o Understand the elements of narrative and how they are used in a variety of media. o Identify specific structural features, visual features and filmic techniques used in the scene of ‘Cinema Paradiso’ and describe their effect on an audience. o Make connections between the forms and features of ‘Cinema Paradiso’ and one other story and describe and explain the similarities and differences between them. o Respond to the text in detail in language that is clear and appropriate.