This unit of study is designed for year 9 students which will run approximately for 5-6 lessons, it is based
on the novel The Pipers Son by Melina
Marchetta. In this unit, students have to identify Authors Devices in the novel such as sentence structure (fragments, embedded clauses, multiple short sentences), flashbacks, intertextuality and changing narratives. Throughout this unit, I would like the students to discover the creative nature the English language can provide and how to expand their writing skills when writing narratives. Exploring Authors Devices will make narratives sound more interesting and lively and the students could produce great quality of work. Once the students have studied Authors Devices they will be given an assessment task which is to write a one to two page narrative on a topic they like and where they must include all the authors devices they have studied in this unit.
TOPIC YEAR LEVEL DURATION The Pipers Son by Melina Marchetta 9 5-6 Lessons VELS STRAND SUB STRAND STANDARDS/ELABORATIONS Reading & Viewing
Language
Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553) Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
Literature
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
Literacy
Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742) Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
Writing
Language
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
Literature
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773) Session Aim Starter Student Activities
Authors Devices (Sentence Structure) To identify and explain the effect that sentence structure has on the Pipers Son. To use sentence structure to effect the reader. Students will be given a small script that they will be reading and performing with a partner.
The emphasis should be on delivery of the sentences. This will help students identify the difference between characters in the script which are LeShaun and Tina.
Have 2 groups perform in front of the class. Discuss the different sentence structures that are in the script.
Hopefully, students will pick up fragment sentences, multiple short sentences and sentences with embedded clauses. Whole In this section, the use of the interactive white board will need to be done. Slides contain examples of the three sentence types from the Pipers Son. The teacher needs to annotate on the white board and explain the context of each example. Try to explain WHY the author USED them.
Part Students will complete three activities.
1. Find an example from the text of each sentence type (fragment, embedded clause, multiple short sentence). 2. Write a short script that includes all three sentence types. 3. Annotate the script explaining why each has been used.
Whole Have a pair of students share their responses by performing their scripts in front of the class. Authors Devices (Intertextual Reference) To understand how the author uses another text within the novel to heighten our understanding of a character or significance of an event.
Students will need to: Choose 1 text (song, book, poem) that best sums them up as a person Explain how it relates to them.
For example: They may choose a song that relates heavily to friendship and the themes of loyalty. Then the student explains why this song speaks to them.
Whole Explain the different types of texts that could be used for intertextuality.
Provide an example
The big question for students to think about is: What does intertextual reference (intertextuality) teach us about the themes/characters in the novel?
Part Students read page 100 - 101 He was crazy madtoelbow. Find the reference to the Paul Kelly song How to Make Gravy. Discussion Why do you think Marchetta chose to reference Paul Kellys song in the novel?
After discussing why students think Paul Kellys song was introduced students then read the lyrics to How to make Gravy. Students should annotate as they listen.
The students then need to write a paragraph that: Explains what the meaning of the song is Uses a quote or evidence to help back up what you think the meaning is
Authors Devices (Flashback) To analyse the use of flashbacks in The Pipers Son After a brief introduction explaining what we mean by flashbacks, students will watch a short clip from the Hunger Games.
As they watch, students consider the following two questions: 1. What additional information do we learn from the flashback? Whole
Why use flashbacks? Whats the point? 1. They break up a linear narrative; they make the basic story more interesting and engaging. 2. They provide fresh insight into current events of the text. 3. They can add more information about characters. 4. Flashbacks can allow us to learn about different characters perspectives.
Discussion of flashbacks in the Pipers Son. What would the novel be like without them? 2. How might it change our perspective on certain characters or events?
They can answer these in their workbooks or they can merely be used as a prompt for class discussion.
Part Students are given three different flashbacks to read from the text, with accompanying questions.
The aim is for students to recognise that: 1. Flashbacks are often used to add more information about characters and key events. 2. Flashbacks cant just go anywhere- they need to be strategically placed depending on the intended impact on the reader.
Creative Task: Students are to use their laptops and find a movie which contains a flashback. Students need to pick one scenario from chapter 1-10 to prompt the writing of their own flashback.
Whole If time permits, students can share their written work. 16 Authors Devices (Change of Narrator) Learning Intention: Understanding how the mixing of narratives enhances The Pipers Son. Starter: Watch the end clip of the movie Love Actually. 1. Describe and explain what the different narratives are and how they connect. 2. What information do we discover from the mix of the narratives? 3. How might it change our outlook on certain characters or events in the clip?
Whole Students take notes of what Mixing the Narrative is and why its used. What is Mixing Narratives? 0 A multiple narrative describes a type of story that follows several characters rather than focusing on one main character. In some cases, writers choose this structure to show the individual perspectives of characters in a larger grouped story" and how they relate to each other. It can also be used, so that multiple characters' perspectives are established within a larger theme. Why do Authors use them? 0 Someone different tells the story 0 Provides a different point of view 0 Further informs the story 0 Provides another viewpoint for readers/audiences to relate to 0 Heightened understanding of the overall impact of a situation 0 It can provide a nice breather from the main story arc, a fun change of pace due to the new character(s) involved and perhaps a shift in tone and setting.
Part: Students look at Chapters 17 and 18 examples of the Pipers son and find the connection of how the two story lines are connected with the whole theme of the narrative. Students are to write their responses down in their English books.
TASK 1: FIND YOUR OWN MIX OF NARRATIVE IN THE PIPERS SON (Students can look at chapters 12, 13, and 14 if they are stuck)
0 Find a passage in the Pipers Son where Melina Marchetta swaps narrators. 0 Describe and explain what the different narratives are and how they connect. 0 What information do we discover from the mix of the narratives? 0 What effect does this have?
TASK 2: Scenario: There is a tsunami in your town. Write an opening paragraph to a short story. Write from the perspective of two different characters with intersecting lives. 0 Discuss as a class/ Share 0 What difference does this make? 0 How does it improve/hinder the development of the story?
Whole: Students come back and share their findings and explain the mix of narrative and the effect it has. Practice Learning Intention: Putting authors devices into practice Whole As a class, students will refresh their mind about the devices learnt in previous lessons on intertextuality, sentence structure and flashbacks.
Assessment Rubric for narrative:
Below (0-1) At (2-3) Above (4-5) Flashback Flashback is included, but it seems like it is included more so than thought through. Has included a plausible flashback that fits into the narrative and adds to the meaning of the story. Flashback was used in an ideal moment to give the reader better context when reading the narrative. Part: Students are required to choose a theme from the following from The Pipers Son and choose two characters that relate to the theme and write a half page story using intertextuality, sentence structure and flashbacks. Dysfunctional families Maturity Relationships
Whole: Students come back as a class and share which theme and characters they chose to write about. Authors Devices (Assessment) Introduction to the assessment Students will be required to write a narrative of their on choice based on the Authors Devices studied. They will need to write 1-2 pages and include all of the devices looked at. (Sentence structure, flashbacks, intertextuality, changing narratives).
Students will have one lesson in class to start their narrative and 5 days to complete it. Mixing Narrative Mixing of the narrative is hard to pick up. The reason for the change of narrative is unclear without the analysis. Has included a mixed narrative within the story which complements and adds to the story. The use of mixing the narrative within the story, develops the experiences, events, and/or characters through different perspective to best impact the reader. Intertextuality Intertextual reference is included, but adds little to the understanding of characters or themes in the narrative. Has included the use of another text that fits into the narrative and adds to meaning of the story. The intertextual reference achieves its aim of teaching us more about the characters/themes in the narrative. Sentences Structure Has included a variety of different sentence structures. Sentence structures have intended effect within narrative. A variety of sentence structures are used cohesively within narrative. These sentence structures impact the readers feelings toward characters/themes. English Conventions Mistakes are consistently made throughout this piece of writing. English conventions used appropriately throughout the narrative. English conventions used appropriately throughout narrative. Student has made conscious decisions about how language conventions are employed.
Comment (If required): Score: /25
My Criteria for the English Teaching Unit
Criterion 1
The unit addresses a wide variety of outcomes and skills relevant to the proposed year level under AusVELS standards.
Criterion 2
Learning activities and resources are appropriate to the anticipated outcomes as stated in the unit's aim/rationale.
Criterion 3
A clear expression of how the unit supports students for future expectations of English studies.