DocAcademy docacademy.org 1 KEY STAGE 5 ENGLISH LANGuaGE AS AND A2: GIVE UP TomoRROW UNIT OVERVIEW This unit is designed to help students create a variety of texts as required for AS and A2 English Language coursework and for examination preparation. By creating such texts themselves, students will gain an increased understanding of the ways in which language is used in a variety of texts and why writ- ers make specific lexical, grammatical, phonological and semantic choices. The unit could also be used as an introduction to A level Lan- shaping their work with a broader audience and purpose guage study and/or as a bridging unit for transition from AS in mind to A2. • How ideas about the nature and functions of language are created and are linked to social beliefs and values The specification this unit of work is principally aimed at is AQA • How to reflect on and draw conclusions about how lan- English Language Specification A. It could also be use for AQA guage is produced and socially situated Specification B. Aspects relevant and appropriate to OCR and EDEXCEL Specifications are contained here too. AssEssmENT The Assessment Objectives as laid down by the examination NATIONAL CURRICULUM OBJECTIVES boards will underpin all assessments. They are: AS STUDENTS: • Explore language and representation through analytical AO1 Select and apply a range of linguistic methods to com- and creative work municate relevant knowledge using appropriate terminology • Have the opportunity to explore creative and transac- and coherent, accurate written expression. tional forms of writing AO2 Demonstrate critical understanding of a range of con- • Will develop their understanding of how language cre- cepts and issues related to the construction and analysis of ates meaning in written and spoken modes meanings in spoken and written language, using knowledge of • Will be able to explore how gender, ethnicity, ability, sexu- linguistic approaches ality and social class are represented AO3 Analyse and evaluate the influence of contextual factors • Will see how a writer’s lexical choices can sway opinion on the production and reception of spoken and written lan- and contribute to audience positioning guage, showing knowledge of the key constituents of language AO4 Demonstrate expertise and creativity in the use of English A2 STUDENTS EXPLORE: in a range of different contexts, informed by linguistic study • How and why language changes – influences abroad/ second language speakers These assessment objectives are applicable to all activities. • How English varies globally, regionally and socially • Cultural debates about the nature and significance of language CONTENTS • How to carry out language research on an area of the Lessons One & Two: Presentations documentary, of their own choice, and contribute to a Lesson Three: Speeches language debate in a particular form which is aimed at Lesson Four: Interviews a non-specialist linguistic audience. Therefore students Lesson Five: Documentary reviews will seek to communicate their insights and knowledge Lessons Six & Seven: Newspaper writing beyond the confines of their own academic community, Lesson Eight: Letters 1 WEBSITE TEACHER'S NOTES www.pacodocu.com TITLE AND DIRECTOR Give Up Tomorrow by Michael Collins and Marty Syjuco PRINCIPAL CHARACTERS 2 • Paco Larrañaga • Mimi Larrañaga SHORT SYNOPSIS • Margot Larrañaga As a tropical storm beats down on the Philippine island • Sarah de Mas of Cebu, two sisters leave work and never make it home. That same night, hundreds of miles away in Manila on a different island, Paco Larrañaga, 19, is at a party, sur- CLIPS rounded by dozens of reliable witnesses. The missing Clip 1: Introducing Paco women are pretty and innocent Chinese-Filipinos, a group Clip 2: Re-enactment of the Crime that has formed a traditional underclass. Paco, accused Clip 3: Verdict: Two Years After the Arrest of their rapes and murders, is part of a prominent mestizo Clip 4: What Happened to Everyone After the Trial? political clan that includes a former president. Beefy and Clip 5: Paco in Jail and a new President takes Office tough, with a past of petty offenses, he neatly fits the role Clip 6: Appeals to the Supreme Court of privileged thug – and that is how he is cast by a frenzied and The Spanish Media media circus that swarms his arrest and trial, and cheers his Clip 7: The United Nations Human Rights eventual sentence to death by lethal injection. Reflecting Committee takes on the case schisms of race, class, and political power at the core of Clip 8: Paco’s Family Visit the Jail the Philippines’ tumultuous democracy, clashing families, Clip 9: Paco is transferred to a Spanish Prison institutions, and individuals face off to convict or free Paco. Clip 10: The fight for freedom continues Their irreconcilable versions of reality and justice play out in a case that ends a country’s use of capital punishment, Choice of video clips per lesson is at teacher's discretion. yet fails to free an innocent man. Give Up Tomorrow is not your usual suspense story of a man wrongly accused, and Paco Larrañaga is not your usual hero. But his very lack of facile appeal challenges his society and filmgoers to rely on facts over impressions, evidence over prejudice. Amnesty International, the government of Spain, Fair Trials International, and the United Nations are unequivocal in the belief that for more than a decade, Paco has been paying with his freedom for a crime he did not commit. Indeed, some 40 people including classmates and teach- ers from the culinary school he attends – along with photo- graphic evidence – place him hundreds of miles from the grim crime scene. Rather than simply building an evidentiary case about an individual injustice, the film exposes the roots of this miscarriage to reveal the interconnected complexities that permeate Filipino culture. Unlike the court that Paco faces, Give Up Tomorrow gives a fair trial to the forces and institutions that arbitrate justice with a mix of capriciousness and malice. In a way that is both specific to the Philippines and disquietingly universal, the film exposes a Kafkaesque extravaganza populated by flamboyantly corrupt public officials, drug dealers, cops on the take, and journalists in thrall to and in lonely stance against, a frenzied legal and media circus. It is also an intimate family drama focused on the near mythic struggle of two angry and sorrowful mothers who have dedicated more than a decade to executing or saving one young man. 2 1 LEssoN ONE presentation. Teacher led summary and clips of effective presen- PRESENTATIONS tations taken from YouTube. 3 OVERVIEW ‘Somewhere, somehow, sometime the truth will ACTIVITY B come out.’ Students work in small groups initially, towards an effective presentation, deciding upon which aspect ‘The minute you forget about justice in the world, and person of the documentary they will work on. that’s the beginning of the breakdown of society.’ Give out guide entitled Giving a Presentation. In discussion elicit main characteristics needed for an Bearing these two quotations in mind, both taken effective presentation. from the beginning of Give Up Tomorrow, students will produce a presentation on a choice of themes including justice, punishment and corruption of the ACTIVITY C law, as presented in the documentary. In addition, Review progress so far. A representative from each students will take one individual from the documen- group will feed back to the whole group. tary and trace that person’s role and the effects of the case on that individual. Whole group discussion in which students will be encouraged to contribute the following about what makes an effective presentation:- ObjECTIVES • Present information in a clear, coherent, cogent • To produce a presentation concerning the rep- way resentation of an issue, event or individual with • If using PowerPoint, ensure graphics are appro- a view to working towards AS Representation priate to the topic and serve to enhance and coursework reinforce subject matter • Students to choose an aspect/s of the contro- • Produce slides which are grammatically and versy of Give Up Tomorrow and at least one technically accurate person in the documentary. Students to present • Maintain eye contact with the audience, only it to the class and local university Students’ glancing at their notes Union • Use clear voice, avoid stumbling, be as articu- late as possible, speak slowly, use voice and prosodic and paralinguistic features to convey STARTER emphasis and emotion As this is the first lesson of the unit, it would be a good • Be prepared for a question and answer session idea to explore the semantics of the documentary title. Take suggestions and offer ideas as to what it PlENARY means in the documentary. Teacher to write these Reminder of and questions about what groups are on flipchart or whiteboard. Clearly for Paco, in the doing. Offer the opportunity for those individuals documentary, it means keep going, because as who wish to, to branch out alone. he explains, if you decide today that you’ll Give Up Attend to any difficulties. Tomorrow, you’ll never give up. Work on presentations for homework. Explore grammatically Give Up Tomorrow EQUIPMENT NEEDED Further semantic explorations will include:- • Computer access • Cede or dedicate tomorrow to something. • Clips of presentations from • Metaphorical usage. As in tomorrow represent- YouTube (not included) ing the future. Forget about it. Just live for today. • 'Giving a Presentation' guide This is an enforced concept due to the situation. ACTIVITY A Open up a teacher-led discussion on what a pres- entation is. Gather ideas about what makes an effective 3 2 LEssoN TWO PRESENTATIONS 4 OVERVIEW Preparation of feedback criteria drawn up collabo- ratively, through discussion by the whole group. Delivery of the presentations incorporating feed- back and Question and Answer session at the end of each presentation where each student will act as a critical friend.