Transitions - ATESOL NSW Inc

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					 ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005



       English (ESL) Course Stage 6 Year 11

 Unit: Language Study within an
  Area of Study – Transitions
TEACHING SEQUENCE – PART B

  ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
                                           ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005


                               English (ESL) Course                                                 Stage 6 Year 11

Unit: Language Study within an Area of Study – Transitions Part B

This unit of work was developed by Dianne O’Neile of Pendle Hill High School and Jo-Anne Patterson of Wyndham College 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 2004
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.


                    ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition       Jo-Anne Patterson Wyndham College
 Outcomes and          Language to be                                Teaching and learning sequence                     Resources                Quality teaching
    content                taught                                                                                                                dimensions and
                                                                                                                                                 elements
                                                      5. Exploring a Core text: On Loan
                                                      Tell students that in this section of the unit they will                                   Dimension:
                                                      be studying a novel related to the concept of                                              Significance
                                                      Transitions called On Loan.                                                                Element:
4. A student                                                                                                                                     Background
learns the                                               a. Pre reading activities                                                               knowledge
language                                             Issue the text
relevant to their                                                                                                   Class set of
study of English
                       Reading skills:               Text prediction tasks:                                         novels On Loan
including:
                       Prediction                         Read blurb on back cover                                 Penguin edition,
4.1 its terminology                                       Examine image of the young girl on front                 1985
                                                             cover. Who is she? What kind of transitions
4.2 language for                                             might she be going to experience in the
making                                                       story?
connections,                                              Discuss the title On Loan what does ‘loan’
questioning,
                                                             mean?
affirming,
challenging,
speculating and        Vocabulary:                   Check students’ understanding of the term narrative.
                       Introducing key               They may need to find the meaning in the dictionary.           Dictionaries and             Dimension:
generalising
                       words students will           Ask them to use the thesaurus to find synonyms for             thesauruses                  Intellectual quality
4.3 language of        need to                       narrative. Issue Handout 1 and work through the                                             Element:
personal, social,      demonstrate their                                                                            Handout 1: An                Metalanguage
                                                     introductory activities that cover the purpose,
historical, cultural   understanding of                                                                             introduction to
                       the text, its                 elements, and structural and language features of
and workplace                                        narrative.                                                     On Loan
contexts               narrative structure,
                       language                       Ask students to demonstrate their understanding
                       techniques and                 and consolidate their knowledge of the key features           Handout 2:
                       links to the concept           of narrative by completing the matching words and             Learning about
                       of transitions.                definitions activity on Handout 2.                            narrative




                             ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition       Jo-Anne Patterson Wyndham College
                                                       b. Reading the text
9. Students learn     Skills:                        Present the orientation of the story as a listening         Tape recording               Dimension: Quality
about the ways        Listening for details          activity. Create a taped reading of chapter 1, pages        of chapter 1 of              learning
they can respond      in an audio text               1-4. Ask students to record some of the details on          the novel,                   environment
to texts by:
                                                     Handout 3 as they listen to the recording. For              pages 1-4                    Elements:
9.1 engaging with                                    example:                                                                                 Engagement
texts in a range of                                   - a description of the setting in this section of the                                   Social support
modes and media                                           chapter                                                Handout 3:
                                                      - key words to complete sentences from the                 Listening for
                                                          orientation.                                           details in the
                                                     Allow students to read the questions before playing         story On Loan                Dimension:
                                                     the tape. Replay 2 or 3 times.                                                           Quality learning
                                                     Informal assessment: Check students’ ability to                                          environment
                                                     record details from an audio text by asking them to                                      Element:
                                                     share their answers with the class.                                                      Engagement
                                                                                                                                              Social support
                      Reading for the               When reading the remainder of the story, teachers                                         Students’ self-
                      main ideas                    may select from the following strategies to suit the                                      regulation
                                                    abilities of the students in their class.
                                                         read the novel as a class with teacher and/or
                                                             students reading aloud
                                                         teacher creates a recorded reading of the
                                                             story for the students to listen to as they
                                                             follow the words in the text
                                                         pair or group reading of selected sections
                                                         students read the story or selected sections
                                                             independently.
                                                    Alternatively, all of the strategies above may need to
                                                    be employed to cater for the different reading levels
                                                    in a class. If space is available the teacher may
                                                    have groups of students employing a reading
                                                    strategy appropriate to their ability.




                            ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition     Jo-Anne Patterson Wyndham College
                                                     After students have read the novel, informally assess                                     Dimension:
                      Reading skill:                 and reinforce their understanding of the events in the                                    Quality learning
                      sequencing text                story by asking them to work in pairs to complete the                                     environment
                                                     plot sequencing activity on Handout 4 and share              Handout 4:                   Element:
                                                     their responses with the class.                              Plot sequencing              Engagement
                                                                                                                                               Social support
                                                       Divide students into groups of two or three. Allocate
                      Writing skill:                   a chapter of the novel to each group (there are 8
                      summarising                      chapters in the novel). Ask each group to write a
                                                       plot summary for their chapter and present it on
                                                       paper incorrectly sequenced as modelled in the
                                                       activity on Handout 4. Ask each group to pair up
                                                       with another, swap plot summaries. Each group is
                                                       to correctly sequence the events of the chapter.
                      Grammar:
                                                       Groups may need to reread the chapter.
                      descriptive
8. Students learn     language -
to use a variety      Identifying                    c. Engaging with the text
of textual forms      adjectives used to                                                                                                       Dimension:
appropriately by:     describe the                   Explore the characters in the story by asking                                             Intellectual quality
                      appearance of                  students to complete Handout 5. The activities in            Handout 5:                   Elements:
8.2 identifying the   characters in a                this handout require them to name the major                  Creating                     Deep knowledge
effects of the        story                          characters and examine the descriptive language              characters in a              Metalanguage
language forms                                       used by the composer to create strong images of              story                        Substantive
and features, and     Building descriptive           these characters in the minds of the responder.                                           communication
the structures of     vocabulary
particular texts
                      Describing mood                Explore how the composer creates mood and                    Handout 6:
8.3 using various                                    imagery as Lindy begins her transition in the story by       Creating mood
language forms                                       asking students to complete Handout 6.                       and images in a
and features, and                                                                                                 story
structures of         Identifying and                Explore how perspective is created in a story by
particular texts to   using third and first          asking students to retell key events in the story from       Handout 7:
shape meaning         person                         a different character’s perspective.                         Changing
                                                     Informally assess students’ knowledge of the whole           perspectives
                                                     text by giving them a revision quiz. See Handout 8.          Handout 8:
                                                                                                                  Revision quiz

                             ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition     Jo-Anne Patterson Wyndham College
11. Students                                         d. Linking the text to the Area of Study –
learn to analyse                                     Transitions
and synthesise
information and                                                                                                                              Dimension:
ideas by:
                                                     Revisit the sentences about Transitions that were
                                                     jointly constructed at the beginning of the unit.                                       Intellectual quality
11.1. collecting,                                                                                                                            Elements:
selecting,             Skill:                        Read through these sentences with the class and                                         Deep
interpreting and       Formulating                   ask students to choose those that are relevant to                                       understanding
drawing                general statements            Lindy’s experience in On Loan. Ask students to find                                     Higher order
conclusions about                                    evidence from the story to illustrate how these                                         thinking
information and                                      statements relate to Lindy’s experience. See                                            Substantive
ideas in a range of                                  Handout 9 which guides students through making             Handout 9:                   communication
texts from                                                                                                      Linking On
personal, social,
                                                     these connections between the text and the Area of
                                                     Study.                                                     Loan to                      Dimension:
historical, cultural
                                                                                                                Transitions                  Significance
and workplace
contexts                                                                                                                                     Element:
                                                                                                                                             Knowledge
11.2 making                                                                                                                                  integration
connections
between                                              e. Responding to the text
information and
ideas in a range of
texts                  Structuring an                 An analytical response
                       analytical response
11.4. developing       that explains how             Ask students to use the ideas developed from the
                                                                                                                                             Dimension:
and presenting         transitions are               activity above and the scaffold on Handout 9 to write
information and        expressed in the                                                                                                      Quality learning
                                                     an extended response explaining the transitions
ideas in texts in a    text:                                                                                                                 environment
                                                     Lindy experiences in the novel On Loan.
range of modes               topic                                                                                                          Elements:
and media in                    sentence                                                                                                     Explicit quality
                                                      A creative response
analytical,                  elaboration                                                                                                    criteria
expressive and               explanation                                                                                                    Student self-
imaginative ways                and                  Ask students to compose a diary entry that Lindy                                        regulation
                                examples             might write explaining in her own words the
                             concluding             transitions she has experienced and how they have
                                sentence             affected her. Prepare students for this composition
                                                     by:

                             ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
11. Students          Identifying and                       1. Conducting a class brainstorming session on                       Handout 9:                   Dimension: Quality
learn to analyse      using the language                       the major changes in her life that have led to                    Linking On                   learning
and synthesise        features of a diary                      Lindy’s transition. This may be done in                           Loan to                      environment
information and       entry
                                                               groups on butcher’s paper or as a class on                        Transitions                  Element:
ideas by:                  personal
                               voice
                                                               the whiteboard. Give students a structure to                                                   Engagement
11.3 synthesising              created by                      organise these ideas. For example:                                                             Social support
information and                first person
ideas                          pronouns                          Changes                       Lindy’s feelings about these
11.4 developing            informal                                                                     changes
and presenting                 register               Finding out that her                   Lindy is excited by the idea
information and            emotive                   real parents are still                 that she has real parents,
ideas in texts in a            words                  alive                                  brothers and sisters. Lindy is
range of modes             conversatio                                                      confused about what is
and media in                   nal tone                                                      expected of her. Lindy is also
analytical,                                                                                  worried about the reaction of
expressive and                                                                               Marj and Geoff.
imaginative ways

                                                            2. Providing students with a model of a diary                        Teacher
                                                               entry.                                                            selected model
                                                            3. Exploring the purpose, structure and                              of a diary entry
                                                               language features of a diary entry that Lindy
                                                               would write.
                                                            4. Discussing Lindy’s personality, level of
                                                               education and feelings and linking these
                                                               factors to the register and language she
                                                               would/would not use in her diary entry.

                                                    Collect student compositions and provide feedback.




                            ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition                     Jo-Anne Patterson Wyndham College
                                                                                               Handout 1

                                           An introduction to On Loan
On Loan is a narrative.

The word narrative means _____________________________________________

___________________________________________________________________

Other words for narrative include ________________________________________

___________________________________________________________________

The purpose of a narrative is to _________________________________________

___________________________________________________________________

Types of narratives include _____________________________________________

___________________________________________________________________

On Loan is a novel composed by Ann Brooksbank. It is a fictional story. This type of
narrative has particular elements, structural and language features.

Elements of narrative

A narrative involves a sequence of events (plot) and a collection of people (characters)
in a variety of places (settings).

Structural features

The plot of a story is made up of three main parts: orientation, complication and
resolution. The first part of a story is the orientation. Here the world of the story is
introduced, its characters and setting. There may be some foreshadowing of the action
to come.

Next, a narrative has a complication. For a story to be interesting its characters may be
confronted with an obstacle, choices where decisions need to be made or a problem that
impacts on their life. This section of the story aims to draw the reader into the plot and
make them curious to find out what happens. There may be more than one complication
in a story.

In the resolution the problems are resolved, obstacles overcome and decisions made.
Some stories have more than one resolution and some leave us wondering, ending with
questions for the reader to ponder or solve.

The novel On Loan uses this narrative structure.




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
                                                                                    Handout 1 (cont.)

Language features

The narrator
This is the person who tells the story. In the novel On Loan the composer has chosen to
tell the story in the third person. This means someone not part of the story tells what
the characters are doing, thinking and feeling. This someone is called the narrator.
Pronouns such as he, she, them and they are used to indicate the use of third person.
The narrator also describes the events of the story and the setting. Composers often
choose to tell stories this way because the reader is then able to find out what everyone
in the story is doing, what their personality is like and what they are feeling about the
things that are happening in the story from the one perspective.

Dialogue
During the story the composer may choose to vary the way the story is told to make it
more interesting for the responder or to allow them to see things from a different
perspective. The use of conversation is one of these ways. Conversation happens
when the characters speak to each other. Throughout the story On Loan the composer
has chosen to use conversation to enable the characters to speak for themselves,
allowing the responder to find out how they feel through their own words rather than
those of the narrator. This is called first person and is indicated by the use of I, me, us
and we.

Description
Descriptive words are used in a story to create images in the reader’s mind. The
composer describes the appearance of characters and settings in the story to create a
picture of them in the mind of the responder. Mood and mood changes are also
conveyed through the use of descriptive words in On Loan.




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
                                                                                               Handout 2

                                              Learning about narrative

Using the information from Handout 1 demonstrate your understanding of narrative
terms by matching the terms with their definitions in the table below.

     Term                                                  Meaning
narrative                     Characters in a story speak for themselves. Pronouns such as I,
                              me, we and us are used to indicate this type of narration.

plot                          Someone not part of the story tells what the characters are doing
                              thinking and feeling. Pronouns such as he, she, they and them are
                              used in this type of narration.

character                     When a complication is resolved.

setting                       A character’s point of view.

orientation                   Locations in a story, where things happen.

complication                  When characters talk to each other.

resolution                    The people involved in a story

third person                  A story, tale or yarn.

perspective                   The part of a story where the characters, setting and situation are
                              introduced.

conversation                  Pictures created in the minds of readers by the composer’s careful
                              choice of words.

first person                  This section of the story aims to draw the reader into problems,
                              obstacles or decisions experienced by the characters in the story
                              and make them curious to find out what will happen.

images                        The things that happen in a story.

fictional                     Work of the imagination.




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
                                                                                               Handout 3
                           Listening for details in the story On Loan
As you listen to the beginning of the story answer the questions below.

   1. This part of the story is set in the dressingroom of Lindy’s school hall. Describe
      the dressingroom.
___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

      2. How many girls were dressed in Kimonos? ___________________________
      3. Fill in the missing words.
      Her face was smooth and ____________________, with almond ____________

      That needed no stage make-up. She turned to her __________________.

      4. When she was on the stage, who was Lindy looking for in the crowd? ______

___________________________________________________________________

      5. What is Geoff’s occupation? _______________________________________

      6. How old is Danny? ______________________________________________

      7. How does Geoff feel about Lindy at this time? _________________________

___________________________________________________________________

      8. Choose a sentence from the reading that shows this feeling.______________

___________________________________________________________________

___________________________________________________________________

      9. What do you think the word spontaneous means? ______________________

      10. This piece of the story comes from the:
             a. climax
             b. resolution
             c. orientation
             d. complication




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
                                                                                               Handout 4

                                               On Loan - Plot summary
      1. The events in a story make up the plot. Show your understanding of the story of
         On Loan by cutting out the events below and placing them in the order they
         happened in the story.
      2. Divide the ordered events into the orientation, complication(s) and resolution(s).
      3. Paste the plot summary into your notes



Le takes Lindy to Cabramatta to meet her Vietnamese cousin Minh and Uncle and
Aunt. Minh tells her how difficult the war years were for her family and how hard it
was for Vietnamese refugees to escape Vietnam.


Lindy is happy on her fourteenth birthday party surrounded by her father Geoff,
mother Marj, brother Danny, her friend Julie and other relatives.


Lindy arrives home from school one day to find Marj worried about a letter that has
arrived for her from Vietnam.


Lindy’s friend Julie tells her that she is lucky to have such a loving family and
wonders if Lindy thinks about being adopted.


In a letter from Vietnam, Lindy receives a photo of herself as a small child with her
mother, brothers and sisters. She learns that her biological parents had named her
Mai.


Lindy writes a letter to Le who has returned to Vietnam, telling him that Minh is
teaching her the Vietnamese language, that she thinks of him often, that she feels
older and surer of herself and that it is good to know who she is.


Julie helps Lindy decide that she will stay in Australia until she is 16 and then she will
travel to Vietnam to meet her biological family.


Lindy has an emotional meeting with Le at Sydney airport. Watching them Geoff
begins to feel afraid of losing Lindy. They show Le some sites in Sydney and take
him to a hotel where he will stay while he is visiting Lindy in Australia.


Lindy tells Le that she doesn’t really know who she is or where she is supposed to
be, or anything.


Le asks Lindy to leave her Australian family and return to Vietnam with him to live.
Lindy asks Le why she was adopted. She understands his explanation but feels

ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
saddened by it.


In a letter from Vietnam Lindy learns that her biological father and mother were
looking for her for many years. She learns that her mother has died and that her
father, Le is hoping to travel to Australia to meet her.


Lindy’s family watch proudly as she and her friend Julie play Japanese girls in a
school play.


Lindy goes to the library to research Vietnam. She is saddened by the things she
learns about what the people of Vietnam suffered during the civil war.


In a conversation with Julie, Lindy confides that she remembers a little about being
taken away from her mother as a baby. That she feels like she is being ripped in half
by her two families.


Marj and Lindy’s relationship is put under much pressure by the arrival of the news of
Lindy’s real father. Marj asks Lindy to tell Le not to come to Australia because she is
scared of losing her daughter




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
                                                                                                Handout 5

                                        Creating characters in a story

The composer has created a number of characters to tell the story of Lindy’s transition
from childhood to adolescence. The composer builds an image of each character
through descriptions of their appearance, personality and actions. Sometimes a
character is described by the narrator using the third person and sometimes characters
describe each other in the first person.

Work with a partner to name the 6 characters in the story and find examples of
descriptive words and phrases used to describe their appearance, actions or personality.
Lindy has been done as an example for you.

  Character                                            Description
                           The narrator describes Lindy ‘…long black hair. Her face was smooth
                           and pretty, with almond eyes …..’ (p1).

                           The narrator tells the responder what Julie thinks of Lindy, ‘There
                           was something about her, a certain stillness, a half-adult quality, an
                           air of standing at a slight distance and working things out for herself
       Lindy               ….’(p 10-11).

                           Le describes Lindy, ‘I have imagined your face in dreams. Grown
                           from a tiny girl to a near woman. You have a lovely face’ (p39).

                           In the resolution of the story the narrator describes Lindy as, ‘calm,
                           self-contained, thoughtful’ (p84)




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition    Jo-Anne Patterson Wyndham College
                                                                                               Handout 6

                                Creating mood and images in a story
Mood refers to the feeling surrounding the characters and events in the story.

The mood in a story can change often and dramatically. The mood in the orientation of
On Loan through to the beginning of chapter two is pleasant. As Lindy is walking home
from school she feels she belongs to the community and its people, (pages 12 and 13).
When she arrives home Marg tells Lindy there is a letter for her from Vietnam. The mood
changes suddenly and words such as:
puzzled, loss, uneasily, grieved, anxiously, troubled, urgently, crisis, shocked, grief and
painful are used, (pages 13 to 15).

      1. Work with a partner to find the meaning of these words.
      2. Describe the mood created by this choice of words.
      3. How does this change of mood help to tell the story?

At the end of chapter 2 Lindy goes to the library to find out more about Vietnam, the
country in which she was born. The language used to express what she found is
descriptive. Words such as:
burning, running, prisoners, gun-point, body, swooping, stumbling, ugly, refugees,
blackened, devastation and burn-out are used to create an image in the mind of the
responder.

      4. Work with a partner to find the meaning of these words
      5. What pictures and mood are created?
      6. By the end of chapter 2 Lindy’s world has changed greatly. Describe the type of
         transition she is experiencing.
      7. Be ready to share and discuss your responses with the class.




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
                                                                                                           Handout 7
                                  Changing the perspective in a story
Marj undergoes an important transition in the story. The responder knows how worried
she is about losing Lindy. Her reactions to the events in the story and her feelings are
told through conversations with Lindy and Geoff, and by the narrator in the third person.
Complete the table below by finding other examples of Marj’s reactions and feelings in
the story as told in the first person through her conversations with others, and through
the narrator in the third person.

 Marj’s reactions/feelings                         How this is conveyed                     Evidence
When the first letter from                       In a conversation with          ‘What is it?’
Vietnam arrives Marj is                          Lindy about the contents        ‘Its from my real father’
instantly concerned that it                      of the letter Marj is able to   ‘It can’t be!...It can’t be!... I
will be bad news.                                reveal her fears about          think I’d better ring your
                                                 losing Lindy.                   father..I think he should
                                                                                 come home’ (p 14-15)




Choose an event from the list below and retell it in the first person from Marj’s
perspective.
   a. Lindy’s concert performance, pages 2- 5.
   b. Le’s visit to Lindy’s home, pages 45-52.
   c. Lindy’s return from her day with Le to Cabramatta to meet her father’s brother,
      pages 77-79.
   d. Le’s departure from Australia, pages 84 -85.




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition               Jo-Anne Patterson Wyndham College
                                                                                                   Handout 8
                                              Revision Quiz – On Loan

      1. What does the word author mean? _________________________________

      2. Who is the author of the story On Loan? _____________________________

      3. What is another word for author? ___________________________________

      4. What does the word narrative mean? ________________________________

___________________________________________________________________

      5. What does the narrator of a story do? _______________________________

___________________________________________________________________

      6. Who is the responder? ___________________________________________

___________________________________________________________________

      7. The structure of a story means how it is o________________. The words

below are used to describe how a story is organised. Put them in the correct order.

            ___          resolution

            ___          climax

            ___          orientation

            ___          complication

      8. Some of the language features of a story include:
             first person
             third person
             conversation
         Write the term in the first column next to its correct definition.

             Term                                              Definition
                                       Speech marks are used to show that the people in the story
                                       are actually talking.

                                       The story is told by someone not directly involved in it. Words
                                       such as “he”, “she”, “they” and “them” are used.

                                       The story is told by the person who is experiencing the events
                                       being described. Words such as “I”, “me”, “we” and “us” are
                                       used.



                                                                                        Handout 8 (cont.)

ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition       Jo-Anne Patterson Wyndham College
      9. Write a sentence about yourself in the first person. _____________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

      10. Write a sentence about someone else in the third person. _______________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


      11. Elements of a story include;
              plot
              characters
              setting
              theme

       12. Write the term in the first column next to its correct definition.

             Term                                               Definition
                                       The main concern, issue or focus of a story

                                       Places in a story where the action happens

                                       The people in a story

                                       What happens in a story, the events.


     13. Who are the characters in the story On Loan? _________________________

__________________________________________________________________

___________________________________________________________________

     14. List three different settings in On Loan.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition        Jo-Anne Patterson Wyndham College
                                                                                    Handout 8 (cont.)


    15. Trace the plot of the story by numbering these events in their correct order.

___         Lindy meets her Vietnamese father when he flies to Australia.

___         Lindy is a very happy girl who is part of a school play.

___         Lindy celebrates her 14th birthday with her family, Geoff, Marj and Danny.

___         Lindy’s life is changed when she receives a letter from her father who has

            been searching for her.

___         Lindy and Geoff show Le around Sydney.

___         Lindy meets her cousins who live in Cabramatta.

___         Lindy writes a letter back to her Vietnamese father.




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College
                                                                                                                 Handout 9
                                Linking On Loan to the Area of Study
      1. Choose the statements describing aspects of transitions written at the beginning
         of the unit that are relevant to Lindy’s experience in On Loan.

      2. Find examples from the novel to illustrate how these statements relate to Lindy’s
         experience.

               Aspects of transitions                                           Examples/evidence from the text




      3. Using these statements and the examples you have chosen complete the
         paragraph below that describes Lindy’s transition as expressed in the novel On
         Loan.

 In the novel ______________________ written by ____________________

 the character ________________ experiences a ______________transition

 from ___________________________ to ___________________________.

 This happens when _____________________________________________

 _____________________________________________________________

 _____________________________________________________________

 Lindy feels ____________________________________________________



ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition                     Jo-Anne Patterson Wyndham College
                                                                                 _ Handout 9 (cont.)

 ____________________________________________________________

 because ______________________________________________________

 _____________________________________________________________

 She learns much about __________________________________________

 _____________________________________________________________

 through _______________________________________________________

 _____________________________________________________________

 Finally, Lindy decides to _________________________________________

 _____________________________________________________________

 _____________________________________________________________

 The composer has used language features such as ____________________

 __________________________________________________________ to

 express these changes in Lindy. For example ________________________

 _____________________________________________________________

 This conveys __________________________________________________

 _____________________________________________________________

 _____________________________________________________________

 At the end of the story Lindy is a very different person because she has

 experienced a transition from ______________________________________

 _____________________________________________________________

 to ___________________________________________________________

 _____________________________________________________________




ATESOL NSW AGQTP Stage 6 English unit - Preliminary Area of Study: Transition   Jo-Anne Patterson Wyndham College

				
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