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Module C

Standard English

on 20 October 2014

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Transcript of Module C

Module C: Texts and Society

Elective Two: Exploring Transitions

In this elective, students
explore and analyse
a variety of texts that portray the ways in which individuals
experience transitions into new phases of life
social contexts
. These transitions may be
challenging, confronting, exciting or transformative
and may result in growth, change and a range of
consequences for the individual and others
. Through exploring their prescribed text and other related texts of their own choosing, students consider how transitions can result in new knowledge and
ideas, shifts in attitudes and beliefs, and a deepened understanding of the self and others
. Students
respond to and compose
a range of texts that expand our understanding of the experience of venturing into new worlds.
Students will choose
text as the basis for their further exploration of this elective.

'The Story of Tom Brennan'
By J.C Burke
Initial Teacher Resource
How to get students to start thinking about Transitions...

Teacher resource:

Related Text (Fiction): 'Belonging' by Jeannie Baker- Picture Book
How does 'Belonging' by Jeannie Baker' convey notions of transition/s?

-The picture book demonstrates the transition of Tracy, from the day she was born until she was over 22 and had a child of her own.
- The picture book is compiled purely of images which forces the reader to pay specific attention to the details and become a part of the journey that Tracy takes from infancy into adulthood.
-The key to understanding 'Belonging' relies in the students recognizing that it is a semiotic sequence (study of signs/symbols) and that it infers most of its meaning from the illustrations.
-The window of the house is not just a window but an observation device in which the changing environment, community, and a little girl Tracey growing up, can all be viewed. What is also inferred throughout the images and book is that the future is positive.

'Belonging' explores:
- Transition of family- we see Tracy being brought home as a baby transitioning to Tracy bringing back her own baby.
- Transition/change of self- Tracy transforming from a baby to a young adult wearing make-up to a mature 22 year old woman.
- Transition of society- we can see the change in buildings in the background as the book continues.
-Transition of the enivronment

Non Fiction Related Text:
I am Malala
by Malala Yousafzai, Christina Lamb
Teacher/Student resource:

- This activity would be effective towards the end of the unit.

- It allows students to get creative and show their understanding of transitions through the use of images.

- Students can create a Pinterest account in pairs and experience a collaborative learning experience, while at the same time seeing 'transitions' through differing perspectives.


Module C
Texts and Society

Elective two:
Exploring Transitions

This module requires students to
explore and analyse texts
used in a specific situation. It assists students’ understanding of the ways that
texts communicate information, ideas, bodies of knowledge, attitudes and belief systems
in ways particular to specific areas of society.

Electives in this module are designed around a
specific social context
and the texts that are characteristic of and valued within it. Prescribed texts will be drawn from a variety of
professional and social contexts
. Students are also required to supplement this study with
texts of their own choosing
related to the module.

explore the role of textual features in the shaping of meaning in specific contexts
. They develop the
communication skills
necessary for a wide variety of personal, social, historical, cultural and workplace contexts. Composition focuses on
analysing and experimenting with textual forms
characteristic of the specific contexts. These compositions may be realised in a variety of
forms and media.
Introductory Teaching Strategy:

Start with what the students already know....
Students are given 1 minute to write down all the words that come to mind when they hear the word 'transition'; from the most obvious to the most obscure. Students are then given 5 minutes to chose one-two words from their list and write a paragraph which details what they perceive to be a transition and/or the effects of a transition.
Students then add their paragraph to an online mindmap to then share with the class.
All students then copy mindmap into their workbooks and add to it throughout the unit.
How does 'The Story of Tom Brennan' elicit notions of transition/s

Teaching Strategy: Newspaper article on car accident
Youtube Clip as an opening to Tom Brennan and create a Flow Chart on what the novel could be about.
Related Text (Fiction- Film): Warm Bodies

Teaching Strategy
: Students are to create a free online blog that serves as an online journal. This allows students to connect with one another creating peer learning/ peer marking as well as being able to connect with their teacher.

Online blogs are a useful tool in allowing freedom in creativity as well as allowing for critical analysis of a text and creative interpretation.

Students will be given a blog topic each week. They will use this to explore the notions of transition in their related text Warm Bodies.

e.g Students will be asked to chose a character from the film, the obvious choices are R and Julie... Students will then be asked to create an online journal for the changes that have occured for that character due to influences from the world around them.
This will be an acitivty that will go hand in hand with a film analysis and character analysis. This will create and exploration into transitions.
Students will then link these ideas to the prescribed text "The Story of Tom Brennan".

Each week students will recieve a new focus question for their blog.
Blogs will be peer and reviewed each week.

I am Malala tells a story of a girl that spoke up about education when the Taliban took over in Pakistan. Malala Yousafai refused to be silenced, continuously fighting for her right to be educated. On Tuesday 9th of October 2012 she paid the price for this when she was shot in the head at point blank range while riding the bus home from school, few expecting her to survive. The story chronicles all the transitions in her and her family’s lives before and after this fateful day, taking readers on Malala’s journey from her home in a remote valley in northern Pakistan to the halls of the United Nations in New York. At just 16 years of age, she has become a global symbol of peace and education and the youngest nominee for the Nobel Peace Prize.
The tale of Malala is one of a family that has been uprooted by global terrorism, of the fight for girls to have an education, of a father who motivated and encouraged his daughter to express herself through words and attend school and of parents that loved their daughter despite being in a society that cherished sons. I am Malala allows readers to believe in the power of one person’s voice to inspire change in the world, one society at a time.

So how does ‘I am Malala’ relate to
Module C: Texts and Society?
It allows students to
explore a different social context
to the one they live in and the one explored in ‘The story of Tom Brennon.’
Majority of Malala's story takes place in terrorism stricken Pakistan and students are given the
opportunity to explore, compare and analyse the differing attitudes and belief systems
specific to areas of Malala’s society and culture,
This gives a
deeper insight, understanding and appreciation of the world
they live in.
How does ‘I am Malala’ relate to the concept of exploring transitions?
To be able to explore the notion of transitions within the text, students will need to have a thorough understanding of the main
themes of the story (i.e. growth, fear and experience)
. This understanding then allows students to
explore and critically analyse the way Malala’s challenging and confronting experiences transition her into new phases of her life, facilitating growth, change and a range of consequences for herself and others

Transitions that should be explored in ‘I am Malala’ include:
• The life of people, in particular the life of her family, living in Pakistan
before and after the rise of the Taliban

• Her life
before and after being shot

The growth of girls’ education throughout the story:
Her father, a school owner, protests and provides schooling for both genders despite the society they live in allowing only boys to be educated. Although the consequences to this is his school being shut down numerous times and the shooting of his beloved daughter, Malala grows the courage and confidence to speak about girls being educated, making a progression towards the acceptance of girls being educated globally and in particular within her society and culture

The transition from fear to confidence:
Malala transitions from fear of going against her society and culture, fear of her people’s reaction to her and the fear of venturing into new worlds/societies especially in England and USA where she doesn’t know how she will fit in to the confidence of being a global spokesperson for peace and the education of all girls around the world, especially in countries where women are repressed.

An exploration into these transitions gives students the
opportunity to consider how transitions can result in new knowledge and ideas, a shift in attitudes and beliefs and a deeper understanding of the self and others around them.

Lesson Outcomes

Prescribed text:
'The Story of Tom Brennan' written by J.C. Burke

Related texts:

Film 'Warm Bodies' directed by Jonathan Levine

Picture book 'Belonging' by Jeannie Baker

Non-fiction novel 'I am Malala' written by Malala Yousafzai with Christina Lamb

Teaching Strategy:

Students are divided into groups of 3 and assigned one of the first and last pages in the book 'Belonging'.
Students are then to:
Identify and account for the changes to both Lucy and her community observed between the two pages.
Complete table with the aid of the 'Visual Literacy Techniques' powerpoint.
e.g. Through compare and contrast of Baker’s first window with the last two windows it becomes clear that when urbanisation is interweaved with a collective appreciation for the environment social cohesion begins to form.

'Belonging' by Jeannie Baker
The Story of Tom Brennan
By J.C Burke
Tom is struggling emotionally, physcially and mentally. His brother, Daniel, is blamed for a servere car accident and drink driving, that has killed two friends and left their cousin paralysed forever. The Brennan Family have been forced out of their hometown by the community of Mumbilli, and begin a new life. Occuring 21 weeks prioir to Tom expressing what has happened, the reader is unaware from the start what the tradegy is. Burke states her ideas of Tom Brennan evolved as she wanted to explore how many lives are changed through the actions of another.
The key ideas to understanding 'The Story of Tom Brennan' is through the dialogue. Written in first person, the reader is immedietly captivated by the emotions in the prologue and is taken into Tom's mind.
It elicit's notions of transitions through family relationships, new friendships, growth and change and finding one's self-identity when faced with hardship, fear and challenges.
WordPress Blogs- Online Journals for Transition
Teacher Resource: Wordpress Blog site http://daniellemaltby.wordpress.com
Newspaper Article: Drunk Driver gets 6.5 years jail for fatal crash
Understanding the Novel: Themes, Symbols, Language, Characters, Dialogue
Students will be allocated a number between 1 -5 and will need to go to the specific group they have been assigned to. Students will then do a thorough analysis of the topic they have been given for their groups. This ensures their understanding of Tom Brennan, thorough understanding of the language features and symbols used. The students should have 2 lessons (max) to complete the following task:

Group 1: Themes
Group 2: Character Analysis
Group 3: Language Features and Symbols
Group 4: Analysis of the novel (broad spectrum)
Group 5: Relevant Quotes
Related Text: Warm Bodies (fiction, film)
How does 'Warm Bodies"
elicit notions of Transition.
Warm Bodies is a fiction Film based on the novel by Isaac Marion. It explores the idea of human connections and how they can elicit change and transitions personally and socially and how they can affect the attitudes and belief system of others.

Language Forms/ Film techniques
The film has a wide range of language and film techniques which provide transitions for indidivuals and socitety. These techinques link to themes and ideas of Frienships, growth and change, discovering ones self identity when faced with fear and challenges, which link to the text "The story of Tom Brennan"

Techniques include: Inner dialogue which allows the audience to understand the inner voice of a character
symbols: music and colour is used to symbolise change and attitude throughout the movie, as the movie develops, colour becomes brighter and more significant, signifying change. Music represents feelings and mood
Warm Bodies Lesson/s:
1. a student demonstrates understandng of how relationships between composer, responder, text and context shape meaning
2. a student demonstrates understanding of relationships among texts
8. a student articulates and represents own ideas in critical, imaginative and interpretive texts from a range of perspectives
11. students draw upon the imagination to transofrm experience and ideas into text demonstrating control of language
12. a student reflects on own process of repsonding and compsing
Tom Brennan Lesson/s:
1. a student demonstrates understanding of how relationships between composers, responder, text and context shape meaning
2. a student demonstrates understanding of relationships among texts
4. a student describes and analyses the ways that language forms and features and structures of texts shape meaning and influence responses.
6. a student engages with the details of texts in order to respond critically and personally
8. a student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of eperspectives
10. a student analyses and synthesises information and ideas into sustained and logical arguments for a range of purposes and audiences.
Non - Fiction: I am Malala
'I am Malala' Teaching Strategy:

1)Teacher will go through the Universal Declaration of Human Rights to students to provide an insight into the basic rights and fundamental freedoms for individuals. This will help students understand barriers.

2)Students are then required, in pairs, to conduct an interview between both themselves and Malala based on her story. Students are to base their questions on exploring transitions

'Belonging' Lesson/s:
4. a student describes and analyses the ways that language forms and features and structures of texts shape meaning and influence responses
6. a student engages with the details of texts in order to respond critically and personally
12. a student reflects on own process of repsonding and compsing
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