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Part 1: Introduction ESH310 Critical Approaches to English #110759 Connie Valentine Assessment task 2: Unit Design ESH310 AT2: Unit Design Name: Connie Valentine SID: 110759 Word Count: 1999 Unit Focus: Year Level: 5 Key Texts: Film, Hoodwinked (dir. Corey Edwards) Part 1: Introduction Children literature offers imaginative amusement, brings to life ideas of self, others and world through vicarious events (Lukens, 2006). Literature study builds experiences through character perspective and dilemmas (Barone, 2010). This literature unit study examines fairy tale [FT] genre, particularly literary features of ideology, theme and point of view examined through Hoodwinked directed by Corey Edwards (2005), a fractured animated version of Little Red Riding Hood [LRRH]. Film helps students develop the ability to differentiate FT genre from other literature categories notably having ‘similar functions and ideas’ (Sate of New South Wales, Department of Education [SNSWDE], 2015, p. 13). ESH310 Critical Approaches to English #110759 Connie Valentine Assessment task 2: Unit Design Lesson two, derived from outcome ACELT1608 (ACARA, 2015), allows students to question the cultural context of Brothers Grimm Little Red Cap [LRC]; identifying traditional ideological messages of recurring gender portrayals of females and males throughout history. It is imperative students are aware of conveyed gender roles, beliefs and norms as they are influential on children’s Commented [TBL1]: Excellent views of identity (Lieberman, 1972). Showing examples of role changes means girls learning to emulate characteristics of problem solving and independence (Wolf, 2003). Hoodwinked’s interpretation of gender demonstrates a reversal message of assertive feminist protagonists and sensitive men. Taken from outcome ACELT1795 (ACARA, 2015), lessons five and seven focus on representation of theme. Students respond to implied messages, lessons and morals analysing FT genre elements. Hoodwinked’s theme of misunderstanding; more than one side to a story, highlights our human nature to speculate about others therefore providing text to self and world connections (Lukens, 2006). The idea and moral suggests people make speculations of others’ thinking and emotions based on judgement of appearance. Children also realise not everyone will identify with the author’s messages in the same way based on their own life experiences (Gamble, 2013). Commented [TBL2]: Good stuff! Lesson six and seven, drawn from outcome ACELT1610 (ACARA, 2015), engage pupils in point of view concept; viewing events through many eyes, that empathy, indifference and affiliation for characters is constructed in what is depicted to responders via authors shaping a story’s narration (SNSWDE, 2015). Film’s multimodal language is an effective device to enhance children’s ability to comprehend complexities of written text notably fairy tales (Walker, 2006). Detailed lesson seven, focuses on interpreting film language ‘metalanguage’ of visual, aural, textual and technical codes working together to deliver an engaging experience for the audience (Walker, 2006). These film Commented [TBL3]: Good – and good use of secondary literature throughout devices help highlight mood through character first person perspective, leaving the viewer to deliberate reliability of narrator and what is omitted (SNSWDE, 2015). Hoodwinked’s visuals offer students ESH310 Critical Approaches to English #110759 Connie Valentine Assessment task 2: Unit Design opportunity to observe how FT genre elements are interwoven together, not relying solely on written form for meaning (Barry, 2005). Lesson eight, with focus outcomes ACELT1798 and ACELT1612 (ACARA, 2015), consolidates students learning so they ‘can learn to think in a visual cinematic ways about the content of their writing’ (Barry, 2005, p. 67). Through Gradual release of responsibility (Department of Commented [TBL4]: Lovely Education, Tasmania, 2016) pupils synthesise their knowledge and transfer thinking of FT genre elements to compose own versions of a fractured tale, storyboard and animation. Part 2a: Lesson sequence Lesson 1 Outcomes Lesson (ACELT1608) Focus: ‘Fairy tale’ [FT] genre Before: Identify key elements of genre/handout glossary (vocabulary/meaning). o Characters o Plot o Setting o Narrative structure o Motif o Language o Themes o Ideologies o Watch: Fairy Tales (College Direct Online, 2015) https://www.youtube.com/watch?v=Xyfen4xLx3g Discussion: students give examples for common elements from personal experiences/prior knowledge. During: o Read: Brothers Grimm version Little Red Cap [LRC]. Think/write/share: grid chart worksheet (Appendix A) complete FT common elements highlighted in narrative. After: o Watch Hoodwinked. Observe/make comparisons to common FT elements of Little Red Cap with film’s features (worksheet). Lesson 2 Outcomes Lesson ACELT1608 Focus: Genre Ideology Before: ESH310 Critical Approaches to English #110759 Connie Valentine Assessment task 2: Unit Design ✓ Explain term/subliminal messages/recurring/gender norms. ✓ Cultural stereotypes. o Groups allocated two sets of cards: identify (appearance/behaviour/action verbs)/match FT characters with gender stereotype. Commented [TBL5]: Good During: o Reread LRC. o Think-pair-share: Students identify gender stereotypes protagonist/antagonists characters represent. Highlight words/images/sentences. o What evidence in Hoodwinked challenges traditional FT gender roles? Compare versions using adjectives in T graph to describe characters. After: o Individuals write character synopsis recreating a traditional FT character traditional gender stereotype. o Modern beliefs/values. o Develop a complex, dynamic disposition. o Plan how character appears/speak/plan on chart (Appendix B). Lesson 3 Outcomes Lesson (ACELT1609) Focus: Motifs Before: o Define/discuss FT recurring motif’s across cultures and symbolism. o Handout: anchor chart/archetype character list (Appendix C & D). During: Commented [TBL6]: Lovely! o Model with students, charting LRRH motifs. o Carousel brainstorming: groups provided separate FT to read/identify/list motifs/classify archetype characters/record on butcher’s paper. Groups pass on paper, adding additional ideas/class share results. After: o Independently, create Venn diagram. Compare Hoodwinked’s similar/different motifs to one example from previous activity. o Write a page movie review of Hoodwinked. o Specify four common motifs/archetypes examples. o Give a score rating/reasoning for effectiveness. o Where have you observed these symbols before? Lesson 4 Outcomes Lesson ESH310 Critical Approaches to English #110759 Connie Valentine Assessment task 2: Unit Design (ACELT1795) Focus: Narrative structure Before: Define: o Story components: beginning/(introduce)/middle (complication)/ending (resolution). o Plot elements: exposition/rising action/climax/falling action/resolution. o Plot enhancement of conflict/mood/feelings in films (sounds). o Model plot components events/elements/ using LRC storyboard pictures/plot diagram. During: o Think/write/share: Define components of Hoodwinked placing events into sequential order. Create plot diagram/observe line’s shape. After: o What moments during Hoodwinked were sounds used to create atmosphere/enhance characters/events? o Students observe/listen Kirk’s perspective from 32.14-37.12 minutes listing diegetic/non diegetic sounds. o Groups write/compose/preform a soundscape in Soundcloud, depict one scene; using assortment of instrument/items. Lesson 5 Outcomes Lesson (ACELT1795) Focus: Theme Before: Define: theme/ideas/implied message/moral. o Discuss: way we view world/varied meanings/everyone different. o Students recall common FT themes they already know. During: o Read aloud: Chinese LRRH variation Lon PoPo (Young, Commented [TBL7]: Good! 1989). o Together create T-graph demonstrating identified theme/supporting details. o What does Hoodwinked mean? (Deception by tricking). o What message is it the film conveying? o What did the characters learn? o Groups prove theme by brainstorming/organizing ideas, record mind map/share with class. After: Students write a letter from character Hoodwinked to another FT person. Stating theme/lesson/moral learnt, identifying four ideas to support message. Commented [TBL8]: Good ☺ ESH310 Critical Approaches to English #110759 Connie Valentine Assessment task 2: Unit Design Lesson 6 Outcomes Lesson (ACELT1610) Focus: Point of view [POV] Before reading: o Introduce POV (1st/ 3rd person)/affects story/reliability of narrator. o Students arranged into groups, explore POV conflict (seeing same event through numerous eyes) through roleplay with provided scenario. During reading: o Teacher reads aloud The True Story of the 3 Little Pigs! Commented [TBL9]: I really like the way you have used other (Jon Scieszka, 1996). texts across the unit. Model/think aloud noting: o Version’s comparisons/contrasts (protagonist-villain- antagonist/reversed). o Question reliability/authentic of narrator. o Draw attention to 1st person. o Students assemble into literature circles groups examine/discuss POV. After reading: o Hot seating: student groups develop/elaborate their protagonist’s POV/motivation/bias through questioning and dramatic characterizations. Commented [TBL10]: Excellent - Lesson 8 Outcomes Lesson (ACELT1798) Focus: Tell a tale! (ACELT1612) Before: o Introduce assignment: students rewrite a chosen FT into a modernised fractured version (script), creating 2D animation using Storybird and storyboard of annotated three stills (Appendix F). o
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