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Unit The Immigrant Experience

VIEWS: 16 PAGES: 12

									                                                     Westfields Sports High School
                                                            Stage 4 English

                                                    The Immigrant Experience unit
                                                   Core text: The Lion and the Lamb
Introduction
Students will be engaged in reading, writing, speaking and listening activities related to the theme, The Immigrant Experience. The core
text is The Lion and the Lamb by Jonathan Harlen.

Student group: Year 7                                                            Cross-curriculum Content: multicultural perspectives

Stage 4 Outcomes
A student:
   1. responds to and composes texts for understanding, interpretation, critical analysis and pleasure
   2. uses a range of processes for responding to and composing texts
   3. responds to and composes texts in different technologies
   4. uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences
       and contexts
   5. makes informed language choices to shape meaning with accuracy, clarity and coherence
   6. draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts
   7. thinks critically and interpretively about information, ideas and arguments to respond to and compose texts
   8. makes connections between and among texts
   9. demonstrates understanding that texts express views of their broadening world and their relationships within it
   10. identifies, considers and appreciates cultural expression in texts
   11. uses, reflects on and assesses individual and collaborative skills for learning.




NSW Department of Education and Training   November 2004                                       Page 1 of 12
Curriculum K-12 Directorate                                                                    http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                    Teaching and learning activities                        Resources                     Assessment
                                     Pre-reading activities
 Students learn about:
 4.13 the metalanguage of subject
                                     What do you know about stories and how they             Record student                Contributions to this
 English used to describe, discuss   are told? (focus on written narrative)                  responses on butcher‟s        oral activity will show
 and differentiate texts and their   Make links with students‟ prior learning about          paper for reference as        student prior
 language forms, features and        narrative by revising the purpose, structure and        the unit builds on the        knowledge of
 structures                          language features of narrative through class            students‟ current             narrative.
 Students learn about:               discussion and board summary. Include a list of         knowledge of narrative.
 7.15 ways of organizing             synonyms for narrative, e.g. story, yarn, tale.         This summary may take         Teacher assessment
 information, ideas and                                                                      the form of a mind map        of student
 arguments textually or visually     Write a story                                           or a structured               willingness and
 such as clustering, listing,        Teacher creates a scenario related to the               overview.                     ability to contribution
 compare and contrast, problem–      experience of the migrants in the novel, The Lion                                     to class discussion.
 solution, semantic chains,
 graphic and diagram outlines,       and the Lamb. For example, imagine you and your         Worksheet 1
 structured overviews,               family have had to leave Earth fleeing to another       Living on the another
 consequence maps, thinking          planet.                                                 planet
 wheels and mindmaps                                                                                                  Informal assessment
                                     Class discussion about possible issues they may         Build a class vocabulary of level of student
 Students learn about:               face in their new life on this planet. Teacher guides   list as the discussion   vocabulary.
 5.7 the reasons specific
                                     the discussion towards some of the issues in the        progresses.
 language forms and features,
 and structures of texts are         novel:
 commonly used for particular            the immigrant experience of adapting to a          Record words on
 purposes, audiences and                    new way of life                                  butcher‟s paper or other
 contexts                                cultural differences                               material that can be
 Students learn about:
                                         making new friends                                 kept and added to as
 9.7 the ways in which „story‟           changing family relationships.                     the unit progresses.
                                                                                             Words may include:
 creates a world within which
 characters interact and shape       Record ideas on the board or overhead or computer       immigrant, migration,         The completed
 action                              with software such as Inspiration                       culture, prejudice            vocabulary list could
                                                                                                                           be used as a
 Students learn to:                                                                          Summary of student            spelling list to be
 6.6 use imaginative texts as                                                                ideas                         issued and tested


NSW Department of Education and Training   November 2004                                              Page 2 of 12
Curriculum K-12 Directorate                                                                           http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                    Teaching and learning activities                      Resources                      Assessment
 models to replicate or subvert                                                                                           later in the unit.
 into new texts


 Students learn about:
 9.7 the ways in which „story‟
 creates a world within which        Students write a narrative about living on another
 characters interact and shape       planet. Those who need support to get started can     Worksheet 2                    This activity should
 action                              use the summary of ideas.                             Discussion questions           be used as a
 Students learn about:                                                                                                    diagnostic
 9.8 the ways personal               Allow volunteers to read their story to the class                                    assessment task to
 perspective shapes meaning                                                                                               determine the depth
                                     Class discussion                                                                     of further teaching of
                                     1. What issues did you face as migrants?                                             narrative structure
                                     2. What resolutions were made?                                                       and language
                                     3. What relationships did you build?                                                 features.
                                     Connect these ideas with Australian society today.
 Students learn about
 9.9 aspects of their own context                                                                                         Assess if students
 that influence their responses
 and compositions                   Introduce the novel                                     Computers with internet       are able to make
                                    Tell students that the novel they are going to read     access to sites such as:      connections
 Students learn about               deals with a similar situation. The people in the story  http://                     between the story
 3.5 the ways in which modern       come from Nicaragua to live in Australia and an           www.lonelyplanet.com        they have created
 technologies of communication      amazing series of events unfolds.                         /destinations/central_a     and the real world.
 are used to inform, persuade and
 entertain                                                                                    merica/nicaragua
                                    Research                                                   http://
 Students learn to:                 Find Nicaragua on the globe or map of the world           www.odci.gov/cia/publ
 9.1 respond to and compose         Students use the internet to find information on          ications/factbook/geos
 texts that reflect their expanding Nicaragua and record interesting facts about the          /nu.html
 worlds from the personal to the
 public                             location, geography, climate, population, main
                                    industries, schooling and lifestyles of the people
                                    living in Nicaragua.




NSW Department of Education and Training   November 2004                                             Page 3 of 12
Curriculum K-12 Directorate                                                                          http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                     Teaching and learning activities                         Resources                     Assessment
 Students learn to:                   Reading the novel
 9.2 relate the content and ideas     Read the blurb on the back cover. Some of the            The Lion & the Lamb by  Teacher monitors
 in texts to the world beyond the
 text
                                      words like „migrant‟, „prejudice‟, „peace‟, „cultural‟   Jonathan Harlen,        student enjoyment
                                      and „feud‟ may have been used in previous                Hodder, 2002            and understanding
 Students learn to:                   discussion or may now be recorded on the class                                   at key points in the
 9.5 draw conclusions about their     vocabulary list.                                         Unit vocabulary list    story through:
 own values in relation to the                                                                                          class discussion
 values expressed and reflected
 by texts, and their responses to
                                      Make links with pre-reading tasks and discussions.                                   of reactions to
 them                                                                                                                      characters and
                                      Students read the novel:                                 Teachers could create a     events
 Students learn to:                    silently in class                                      structured reading log   asking students
 10.1 identify cultural elements
 expressed in the language,
                                       shared reading in class                                for student to record       to predict what
 structure and content of texts        rehearsed readings/reading at home                     responses as they read      will happen next
 drawn from popular culture,           teacher reading selected excerpts                      or                          in the story
 youth cultures, cultural heritages   Teachers should choose strategies to suit their          cloze passages           responses in
 and the workplace                                                                             covering significant        reading log or
                                      student group.
                                                                                               events in the story for     completeion of
 Students learn about:
 10.9 the ways in which particular    Exploring narrative: The Lion and the Lamb               students who require        cloze activities.
 texts relate to their cultural       Teachers may use the creative writing task in the        guided support during
 experiences and the culture of       pre-reading activities to guide their teaching of this   reading                 Completion of
 others.                                                                                                               sequencing activity.
                                      section. The following sequence assumes that
                                      students‟ knowledge of narrative structures,
 Students learn about                 language features and terminology need to be
 1.11 the ideas, information,         revised and developed.
 perspectives and points of view
 presented in imaginative, factual      Plot                                                  Worksheet 3                   Are students able to
 and critical texts                                                                            Plot sequencing activity
                                      What happened in the story?                                                            use metalanguage –
 Students learn about                 Working in pairs the students sequence the main                                        orientation,
 6.10 use imaginative texts as        events in the story, see Worksheet 3. Compare                                          complication, climax
 models to replicate or subvert       order of events with another group.                                                    and resolution to
 into new texts                       or                                                                                     describe narrative
                                      Students may work in pairs to draw out the main                                        structure?
 Students learn about:                events of the story.

NSW Department of Education and Training   November 2004                                                Page 4 of 12
Curriculum K-12 Directorate                                                                             http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                     Teaching and learning activities                          Resources                     Assessment
 8.5 the ways in which meaning is     Ask students, in their pairs, to consider the plot
 shaped by form, structure, style,    structure of the story by labelling their plot sequence
 personal perspective and by the
 composer‟s purpose and
                                      with the terms orientation, complication(s),              Teacher selected short
 audience                             climax(es) and resolution.                                stories, for example:
                                                                                                 All Summer in a Day
 Students learn about:                Make students aware that there are a number of               by Ray Bradbury
 9.7 the ways in which „story‟        ways to sequence a narrative. Illustrate with a short      The Perfect Murder
 creates a world within which         stories related in theme to The Lion and the Lamb.           by Renate Yates
 characters interact and shape
                                                                                                 Stories from Other
 action
                                      Explore the variations in narrative structure and            Voices, A Cross-
                                      techniques.                                                  Cultural
 Students learn to:
 7.1 locate, assess, select,
                                                                                                   Communication
 synthesise and use information,       Characters                                                 Workbook, Ruth
 ideas and arguments from texts       Name the main characters in the story.                       Wajnryb.

 Students learn about:                Ask students to make a list of words for each             Worksheet 4
 1.11 the ideas, information,         character describing them. These words may relate         Learning about                Students show their
 perspectives and points of view      to physical appearance, personality or actions.           characters through            understanding of the
 presented in imaginative, factual                                                                                            characters in the
 and critical texts                                                                             dialogue
                                      How do we learn about characters in a story?                                            story through
 Students learn to:                   Through their actions, what they say about                Worksheet 5                   completion of
 1.9 demonstrate understanding        themselves and what other characters say about            Contrast in The Lion          Worksheets 4 & 5
 of the complexity of meaning in      them, Worksheets 4 & 5                                    and the Lamb
 texts
                                   Setting                                                     Worksheet 6
 Students learn to:               The action of the novel takes place in Hector‟s                                             Students show that
                                                                                                Setting
 1.10 describe and explain
                                  apartment building and its surrounding areas.                                               they can locate
 qualities of language in their own
 and others‟ texts that contributeWorking in pairs, use Worksheet 6 to explore the                                            information to write a
 to the enjoyment that can be     main settings of the story or students may scan the                                         description.
 experienced in responding and    novel themselves for references to settings. All
 composing.                       students then write a description of Hector‟s
 Students learn about:            physical world including references to the main
 4.13 the metalanguage of subject settings.


NSW Department of Education and Training   November 2004                                                 Page 5 of 12
Curriculum K-12 Directorate                                                                              http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                    Teaching and learning activities                        Resources                     Assessment
 English used to describe, discuss
 and differentiate texts and their        Themes in the novel
 language forms, features and
 structures                                a) The immigrant experience of adapting to a
                                              new way of life
 Students learn to:                        b) cultural differences
 10.3 identify and describe                c) making new friends
 cultural expressions in texts             d) changing family relationships.                 Teacher‟s own copy of
                                                                                             Peter Skrzynecki‟s
 Students learn about:               Below is a teaching sequence for the first theme:       poem, „Migrant Hostel‟
 10.5 different cultures and their   a) The immigrant experience of adapting to a new        from Immigrant
 common and distinguishing
                                     way of life:                                            Chronicle, University of
 elements
                                           Teacher introduces the poet, Peter                Queensland Press,
 Students learn about:                     Skrzynecki providing background information       1975.
 10.9 the ways culture and                 on the Skrzynecki family and linking their
 personal experience position              experience with that of the Castillo family.      Worksheet 7                   Students show
 composers and responders and                                                                Peter Skrzynecki –            understanding of
 influence response to and                    Give students time to read „Migrant Hostel‟    „Migrant Hostel‟              what the poem is
 composition of texts
                                              silently. Then the teacher reads the poem                                    about through their
                                              aloud to the class.                                                          involvement in
                                                                                                                           discussion.
                                              Working in pairs students read the poem
                                              aloud to each other. Jot down ideas or                                       Completion of
                                              questions.                                                                   negotiated activities
                                                                                                                           from Worksheet 7.
                                              Teacher leads a discussion of first
                                              impressions. What is the poem about? Who                                     Students are able to
                                              are the characters? Initial thoughts?                                        make connections
                                                                                                                           between the ideas in
                                              Students complete negotiated activities from                                 the poem and the
                                              Worksheet 7.                                                                 ideas in the novel.

                                       Linking a theme from the novel to real life          Worksheet 8                   Students formulate
                                     Students interview a person they know who has           Interviews                    interview questions


NSW Department of Education and Training    November 2004                                             Page 6 of 12
Curriculum K-12 Directorate                                                                           http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                    Teaching and learning activities                         Resources                     Assessment
                                     migrated to Australia from another country. They                                       appropriate to
                                     should ask a series of simple open-ended                                               purpose, audience
                                     questions, see task description on Worksheet 8.          Talk guidelines – to be       and context.
                                                                                              created by the teacher
                                     Students report their findings to class in an informal                                 Students are able to
                                     1-2 minute talk.                                                                       link the issues in the
                                                                                                                            text to real life.
                                     Class questions and discussion arising from the
                                     interviews                                                                             Peer and teacher
                                                                                                                            feedback via
                                      Exploring the language of the story.                                                 questions and
                                     Who tells the story?                                                                   discussion.
                                           Explore the idea of narrative voice.
                                           Advantages of third person narration
                                           First person through dialogue

                                     Students look at the use of Spanish words in the         Worksheet 9a                  Completion of
                                     text. Why has the author included this language in       Looking at language –         Spanish vocabulary
                                     the story?                                               Spanish word list             activity.
                                                                                              Worksheet 9b
                                                                                              Looking at Language -
                                                                                              Answer sheet




NSW Department of Education and Training   November 2004                                               Page 7 of 12
Curriculum K-12 Directorate                                                                            http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                     Teaching and learning activities                   Resources                     Assessment
                                      Student compositions
 Students learn about:                Teacher models context, purpose, audience and                                    Students choose
 6.10 the structures and features     language structures and features of each type of                                 one composition to
 of imaginative texts including
 characterisation, setting, tension   composition.                                                                     polish and present
 and climax, chronology and time,                                                        Worksheet 10                  for marking and
 narrative voice, effective           Students write:                                    What‟s in a diary?            teacher feedback.
 beginnings and endings                   a diary entry that Anna might have written
                                            after the lift broke down in the apartment   Worksheet 11
 Students learn to:                                                                      Writing a newspaper
                                            block
 2.2 use and adapt the processes
 of planning, drafting, rehearsing,       a newspaper item on the aftermath of the      item
 responding to feedback, editing,           soccer match (pages 53-8) using word
 and publishing to compose texts            processing and importing graphics.           Refer to the New
 over time                                                                               technology in the
                                      Note: Students choose one composition to polish    classroom unit by
 Students learn to:                   and present for marking and teacher feedback.      Westfields Sports High
 4.2 create and ensure coherence                                                         School.
 of medium, form and content
 through specific language
                                                                                         Access to computers           Assessed for use of
 conventions and vocabulary
 appropriate to particular subject
                                                                                         with word processing          factual language and
 matter or contexts                                                                      and graphics.                 successful importing
                                                                                                                       of a graphic or
 Students learn to:                                                                                                    image.
 6.4 use the features and
 structures of imaginative texts to
 compose their own texts and
 engage their audience

 Students learn to:
 3.3 use the features of
 information and communication
 technologies, including word
 processing, importing and
 manipulating of graphics, and
 formatting to compose a variety
 of texts for different purposes
 and audiences

NSW Department of Education and Training   November 2004                                          Page 8 of 12
Curriculum K-12 Directorate                                                                       http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                      Teaching and learning activities                        Resources                     Assessment
 Students learn to:                            Students in groups write and record a radio    Tape recorders and            Students
 4.2 create and ensure coherence                advertisement for the forthcoming soccer       blank tapes.                  demonstrate
 of medium, form and content                    match between Sydney Managua and                                             understanding of
 through specific language                      Sydney Red Star.                                                             how purpose,
 conventions and vocabulary                                                                                                  audience and
 appropriate to particular subject
                                                Teacher provides examples of a variety of      Examples of a variety of      context shape
 matter or contexts
                                                radio advertisements as models for students‟   radio advertisements.         meaning through
 Students learn about:                          compositions.                                                                their composition of
 4.7 the effectiveness of specific                                                                                           a radio
 language forms and features and                Explore the structures and features of radio                                 advertisement.
 structures of texts for different              advertising:
 purposes, audiences and contexts                  a. persuasive and emotive language                                        Students are able to
 and for specific modes and                        b. use of imperatives and repetition                                      identify techniques
 mediums                                           c. jingles and rhymes                                                     of persuasion in
                                                   d. target audience                                                        spoken texts.
 Students learn to:
 7.3 recognise when information                    e. scheduling of ads based on
 is presented objectively and                          demographics.                                                         Peers assessment
 subjectively                                                                                                                of group radio
                                                                                                                             advertisements.
 Students learn to:
 7.6 identify techniques of
 persuasion in spoken, written
 and visual texts

 Students learn about:
 7.18 the language and processes
 of persuasion including emotive
 language, imagery, selective use
 of detail, techniques for specific
 target groups and opinions
 presented as facts

 Students learn to:
                                               Students are to design a visual
 1.8 graphically represent aspects
                                                representation of the central themes and
 of texts such as the storyline of a            issues of The Lion and the Lamb. To do this,
 novel or film, the structure of a              students compose a collage that represents

NSW Department of Education and Training       November 2004                                            Page 9 of 12
Curriculum K-12 Directorate                                                                             http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                      Teaching and learning activities                       Resources                   Assessment
 poem, the set of a play, and links             the themes in the story.
 in a webpage
                                               Each student writes a half-page reflection                                Student self-
 Students learn about:
                                                statement, explaining the elements of their                               assessment
 1.17 features of texts that can be
 represented in graphical form to               collage, i.e. reasons for their choice of                                 Teacher feedback
 enable deeper understanding of                 visuals, colour, layout and quotes, and how
 meaning                                        these represent the theme.
 Students learn about:                 Homework task: Using the illustration on page 39,                                  Teacher feedback
 11.20 reflection strategies such      students make a scale model of a boat similar to                                   Peer assessment
 as learning logs, journals, letters
 to teachers and peers, guided
                                       Hector‟s one. Materials may include wood,                                          Display
 discussion                            paddlepop sticks, metal, clay or papier mache.




NSW Department of Education and Training       November 2004                                         Page 10 of 12
Curriculum K-12 Directorate                                                                          http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                     Teaching and learning activities                        Resources                     Assessment
 Students learn to:                   Additional content
 1.3 compose imaginative, factual     Students, using the information in Chapter 3, create    School report form
 and critical texts for different     Hector‟s report card, using the school‟s normal Year
 purposes, audiences and
 contexts                             8 Report pro-forma.

 Students learn about:                Students write the transcript of the conversation
 6.12 textual and visual              between Juan and the taxi-driver which occurred on
 conventions for composing            their way to the beach in Chapter 7.
 dialogue

 Students learn about:                Students write a police report that would have been
 4.7 the effectiveness of specific    made after the “goldfish” incident.
 language forms and features and
 structures of texts for different    Students view Don Bluth‟s 1986 film An American         An American Tail,
 purposes, audiences and contexts     Tail.                                                   Disney, 1986
 and for specific modes and           Viewing is guided by the teacher. Focus on how the      Rated: G
 mediums                              immigrant experience is shaped by the techniques
                                      employed by the director, through analysis of one or    Take One CD-ROM
 Students learn about:
                                      two scenes.                                             from 2002 English LIG
 9.10 narrative techniques in film-
 making and in the media,
 including their use in news and      Additional information about the film can be found
 current affairs reporting            at: http://www.americantail.com/

 Students learn to:
 2.2 use and adapt the processes      Issuing and discussing the assessment task              Assessment task
 of planning, drafting, rehearsing,   Handout task requirements to students
 responding to feedback, editing,
 and publishing to compose texts
 over time                            Teacher reads and explains

 Students learn to:                   Class discussion of possible plot lines. Board
 4.2 create and ensure coherence      summary of some student ideas.
 of medium, form and content
 through specific language            Explanation of marking criteria. If this is the first   Marking criteria              Teachers use
 conventions and vocabulary           assessment task of the year for a Year 7 group                                        marking criteria to


NSW Department of Education and Training   November 2004                                               Page 11 of 12
Curriculum K-12 Directorate                                                                            http://www.curriculumsupport.education.nsw.gov.au
 Syllabus content                     Teaching and learning activities                     Resources                   Assessment
 appropriate to particular subject    marking criteria may be a new concept to the                                     determine students‟
 matter or contexts                   students.                                                                        knowledge and
                                                                                                                       understanding of the
 Students learn to:
                                      Negotiate a due date for the first draft and final                               structures and
 6.2 compose a range of
 imaginative texts including          product                                                                          features of narrative
 narrative, poetry, instructions,                                                                                      and skills in
 scripts, advertisements and          Talk about the process and feedback.                                             composition.
 websites

 Students learn to:
 6.4 use the features and
 structures of imaginative texts to
 compose their own texts and
 engage their audience

 Students learn about:
 6.10 the structures and features
 of imaginative texts including
 characterisation, setting, tension
 and climax, chronology and time,
 narrative voice, effective
 beginnings and endings




NSW Department of Education and Training   November 2004                                          Page 12 of 12
Curriculum K-12 Directorate                                                                       http://www.curriculumsupport.education.nsw.gov.au

								
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