A Bridge to Wiseman’s Cove By James Moloney (1996) Lesson 1: Intro to the novel LEARNING INTENTION: Students will identify unit goals and make predictions about novel content. LEARNING INTENTION: Identify unit goals Borrow novel & respond to cover content Predict key elements of novel Read and explore Prelude This unit we will… Write a literary analysis in exam conditions: Term 2, Week 4 Create a imaginative transformation (write a new scene as a short story): Term 2, Week 9 Making Predictions… Read the cover and blurb. What do you think the book is about? What key ideas might it explore? Who is the audience? What message might it have for them? Looking at the different cover art, list some things that might play a role in the novel…. ABOUT THE AUTHOR What do you now expect from the writing style of this novel? Born in Sydney, James Moloney grew up and was educated in Brisbane. He completed teacher training at Griffith University and also holds diplomas in Teacher Librarianship and Computer Education. He has taught in a number of Queensland State Schools as both a classroom teacher and a librarian. His experiences as a young teacher in western Queensland have had a profound effect on his writing, especially in his early novels. James now writes full-time and has written over twenty books for children and Young Adults. His first novel, Crossfire, was listed as a Notable Book in the CBCA awards in 1993. His short novel Swashbuckler won the Children's Book Council of Australia Book of the Year Award in 1996 and in the following year, A Bridge to Wiseman's Cove was named Book of the Year in the CBCA's Older Readers category. His other titles have appeared regularly on shortlists for literary prizes and children's choice awards ever since. James says: 'I like to get inside the head of today's adolescents, to connect with the passion they have for life and understand what they care about. The challenge then is to express it in a story. That challenge keeps me young. I love it.' What is the novel context? Context is “the circumstances that form the setting” eg. time, place, social position. When and where was the novel set? What can we expect from this setting? How might it be the same or different from our own? Lesson 2: Orientation LEARNING INTENTION: Students will read pgs 2-14 complete comprehension acitivities on first two chapters. SUCCESS CRITERIA: Read novel orientation Record question responses Investigate language from text Read Prelude THE PRELUDE Pre – before Lude – from Allude? AWhat storyisthat alludesConsider to the novel the a prelude? eachcontent part of before the word. novel itself begins? types of figurative language used– in the 1. Find The two engine “commands its throaty roar” the vivid prelude. label them. noise to Record change the the quotes tone of&the scene, suggest finality 2. Why Simile: “Travellers… gathering moths around a is each one effective? How like does it create mood? grimy bulb” – helps reader to picture darkness, suggest dirt and fatigue Read ‘Kerry’ and ‘Sarah’ Chapter Qs: Kerry The Matt family consisted of the Mother Kerry and three children Sarah, Carl and Harley. The Matt family consisted of the Mother Kerry and three children 1.Sarah, Why Carl was itand easier for the family to keep Kerry’s family name ‘Matt’? Harley. She has married 3 times and each child have a different father. 2. 1. 3. 4. 5. 6. 7. What did the children call Kerry’s escapes? The children called her escapes 'Mums Holidays' Why was it easier for the family to keep Kerry’s family name Why did Carl save up his money? ‘Matt’? So that he had money when his mum goes away. b.What What does this tell you about did the children callCarl? Kerry’s escapes? He is organised and thinks ahead. Why did Carl save up his money? c. What does it tell you about Carl’s expectations of his mother? b. What does you saying aboutorCarl? That she will leavethis themtell without leaving them anything. Find c. What a quotedoes that shows it tellSarah you did about not appreciate Carl’s expectations his efforts. (p 5) of his mother? "He smiled as he handed them over which think he was loon." (p 5) Find a quote that shows Sarah didmade notSarah appreciate his aefforts. Carl pictures himself as “a bloated pincushion on sturdy legs”. (p 4) What does this Carl pictures as “a bloated pincushion on sturdy legs”. (p say about his self himself esteem? Explain. He much himself and his doesn't the way Explain. he looks. 4)doesn't Whatthink does thisofsay about selflike esteem? Sarah Whywas was the the vegetable patch “he“he andand his mother planted in those 1.1. Why vegetable patch his mother planted first hopeful weeks” important to Carl? Because it was something inhim those first hopeful weeks” important to Carl? (p9) an his mum did together. Whatmight might have forfor CarlCarl to refer to it as vegie 2.2. What havehappened happened to refer to“the it assad “the patch”? He is sad because it is dying and represents the sad vegie patch”? (p9)with his mum that have never come true. dreams/plans he made “Harleywith with freedom own bikebike never camecame home home until he 3.3. “Harley freedomononhishis own never was hungry.” What does this quote tell you about the difference until he was (p9) does this quote you between Carlhungry.” and Harley? CarlWhat is in the house more andtell Harley never the seems to want tobetween be in the house. about difference Carl and Harley? 4. Do you feel sympathy for Sarah when she says “I’m nineteen years 4. Do you forProbably, Sarah when says “I’m old. I’vefeel got sympathy my own life.”? she isshe portrayed as feeling trapped by looking siblings. nineteen years old.after I’veher gotyounger my own life.”? (p11) 1. 2. 3. 4. Why was the vegetable patch “he and his mother planted in those first hopeful weeks” important to Carl? Because it was something him an his mum did together. What might have happened for Carl to refer to it as “the sad vegie patch”? He is sad because it is dying and represents the dreams/plans he made with his mum that have never come true. “Harley with freedom on his own bike never came home until he was hungry.” What does this quote tell you about the difference between Carl and Harley? Carl is in the house more and Harley never seems to want to be in the house. Do you feel sympathy for Sarah when she says “I’m nineteen years old. I’ve got my own life.”? Probably, she is portrayed as feeling trapped by looking after her younger siblings. Starter: Look to language Find the following words and predict their meaning from the sentence context: a) Gingerly (p2) b) Nonchalantly (p2) c) unrepentant [p4] d) recrimination [p4] e) camouflage [p5] f) iridescence [p6] g) indignant [p6] Think, pair, share Use a dictionary to check your answer Lesson 3: Wattle Beach LEARNING INTENTION: Students will read pgs 15-25 complete comprehension activities on chapters ‘Aunt Beryl’ & ‘Wattle Beach’. SUCCESS CRITERIA: Read chapters Record question responses Discuss novel understandings so far 1. Aunt Beryl Carl describes the journey as taking Harley and him “further into dislocation.”(p12) What does ‘dislocation’ mean and what people, places and things have they been dislocated from? Disconnected. He has been disconnected from his Mum, sister, home, school and everything familiar. 2. Explain what is meant by “The bus spat them out...”(p12) He feels even the bus is rejecting/discarding them. Carl describes the journey as taking Harley and 3. 1. Find a quote that shows Carl knew they would not be him returning “further What doesyears ‘dislocation’ home in theinto neardislocation.”(p12) future. (p 13) 'Carl was fifteen old when he mean off andthe what places things have they been stepped buspeople, at Wattle Beach.and He'd have his sixteenth birthday here,from? he knew it.' dislocated 4. 2. What is your initial of Beryl? there to meet Explain what is impression meant by “The busBeryl spat isn't them out...”(p12) This shows she doesn't care much about them. She hasn't 3. them. Find a quote that Carl knew they would not be prepared anything forshows her nephews. returning home in the near future. (p 13) 5. How does she demonstrate her lack of care for her nephews? Didn't 4. come What is your initial of have Beryl?food in her house and home at the rightimpression time, doesn't anyshe beds for them. her lack of care for her 5. hasn't Howgot does demonstrate 6. Who is Bruce?Who A friend of Beryl's nephews? is Bruce? 7. 6.What is Carl referring to when he says let her let suspect What is Carl referring to when he“Don’t says “Don’t her yet please” (p 16)? He doesn’t suspect yet please” (p want 16)? her to suspect that his mum and Sarah aren't coming back home and the boys are there for good. Wattle Beach 1. Why was Carl disappointed when he followed the 1. Why was Carl when hehas followed the beautiful girl disappointed on to the beach? She a friend beautiful girl onthought to the beach? there and Carl he was alone like him. 2.2. Find Findaaquote quoteon onpage page19 19which whichshows showsCarl Carlisislonely. lonely. 3. Compare the he twowas girls weonly are solitary introduced to inbeing this 'Once again the human chapter. on the entire planet.' 3. Compare the two girls we are introduced to in this chapter. One has blonde hair and one has pale ginger hair; one is beautiful and the other is selfconscious about her looks. Consolidation: Harley 1. What is Harley accused of doing? Stealing stuff from Nugent. 2. What evidence is there of discrimination against the ‘Matt family’ by Nugent? "Says he knows all the Matts from years ago and your brother looks the same. Acts the same as well." 3. Despite Harley’s tough exterior what evidence is there that he is sadisabout hisaccused mother’sof absence? 1. What Harley doing? He asks about his mum. He talks about how his mum used to give him money. He cries. 2. What evidence is there of discrimination against the 4. Why does Carl wish he was a concrete statue? So he'd have no ‘Matt family’ by Nugent? thoughts, no cares, no pain. 3.5. Why heHarley was afrom concrete Howdoes doesCarl Carl wish protect Beryl?statue? He grabs Harley and 4. Despite Harley’s pulls him away. tough exterior what evidence is there heconvinces is sad about absence? 6. that What Berylhis to mother’s let the boys stay? He gives her some money which herHarley down. from Beryl? 5. How does Carlcalms protect Whatconvinces does this tell youto about Beryl? Shestay? doesn't really care 6.7. What Beryl let the boys about them, she is more interested in the money. 7. What does this tell you about Beryl? Lesson 4: Social Carl LEARNING INTENTION: Students will read pgs 33-43 complete comprehension activities on chapters ‘The Café’ & ‘Merry Christmas & Happy New Year’. SUCCESS CRITERIA: Read chapters Record question responses in class discussion Create a character profile of Carl in groups 1. 2. 1. 3. 2. 3. 4. 4. The Cafe Why Carl would say “What am I, a local or a visitor?” He doesn't know whether he will only be staying there for a little while or staying there for a long time. How do the boys tease Justine? They tease her about Give a reason why Carl would say “What am I, a local how she is wearing a shirt when she was in the water. or a visitor?” What impression do you get about Nathan and Maddie’s How do thefrom boysthe tease Justine? relationship quote “..the arm of a handsome boy around her likedo a thick a boaNathan and What impression you coil getof about constrictor”? They are together Nathan physically Maddie’s relationship from theand quote “..the arm of a expresses front ofher his mates. handsomethis boyinaround like a thick coil of a boa Carl was deeply embarrassed when he fell off the chair constrictor”? but was hurt byembarrassed Maddie’s reaction. was Carlhe was deeply whenWhat he fell offher the reaction and why would Carl be hurt by it? She laughed at chair but he was hurt by Maddie’s reaction. What him. He thought he liked her and felt protective of her, was her reaction and why would Carl be hurt by it? he was hurt the way she laughed at him. 1. 2. 1. 3. 2. 3. 4. 4. What was Carl’s present to Harley and why did he choose it? Carl bought Harley a pair of orange reflectors for the wheels of his BMX. He chose this because he knows Harley is always on his bike and wants him to be safe. How fair is Beryl’s comment to Carl “You’re a sorry case, you know Carl”? Explain your answer. Unfair because Carl has had a lot of other things to deal with and the comment would make him feel worse. Fair because he What was present to Harley did he hadn’t beenCarl’s able to make any friendsand and why the reader choose does feelit?sorry for him. Why feelcomment relief and disappointment Howwould fair is Carl Beryl’s to Carl “You’rewhen a sorry Beryl Sarah hadExplain not beenyour home when she rang? case,told youhim know Carl”? answer. Disappointment from not hearing from Sarah about Why would Carl feel disappointment when when he is going back.relief Reliefand because he didn't want Beryl to Sarah Sarah without knowing about she it. Beryl talking told him had nothim been home when What rang?type of boyfriend do you think Nathan is by his actions at the beach party?do Always use specific evidence What type of boyfriend you think Nathan to justify your answer. Not a good one. He got hisis by his actions atdrunk the beach Always use specific girlfriend and heparty? left her there with Justine. Merry Christmas and a Happy New Year evidence to justify your answer. Carl’s Character In groups: Create a character profile for Carl How would you describe Carl’s character? Use adjectives & explain why using evidence from the novel. How do you feel about him? Why? What does he want? Do you think he will get it? Why/why not? What advice would you give him now? Do you think he would take it? Why/why not? Look to language Find the following words and predict their meaning from the sentence context: detected [p8] obscured [p9] unperturbed [p9] wrenched [p9] sustain [p10] divvy [p10] Think, pair, share Use a dictionary to check your answer NEW LESSON REFLECT & READ 1 LEARNING INTENTION: Students will reflect on novel content so far and construct timeline of events before reading forward. SUCCESS CRITERIA: Create a timeline Read along with novel Answer questions and discuss development REFLECT & READ 2 LEARNING INTENTION: Students will continue reading novel and reflect on novel content. SUCCESS CRITERIA: Update the timeline Read along with novel Answer questions and discuss novel development Questions WISEMAN’S COVE: Joy is surprised and shocked when she hears Carl’s last name. Perhaps it is due to family history. SKIP DUNCAN: Skip’s yells at Carl when he finds out his name and says he does not want to be around a Matt. The reason is because Dessie Matt hit Skip with his car and caused Skip’s limp. WISEMAN’S COVE: What is Joy’s reaction when she hears THE When thinks: have Carl’sBARGE: full name, CarlCarl Matt? Why“He do should you think thisknown. might be? Wasn’t his name Carl Matt?” he is suggesting he thinks that SKIP DUNCAN: does Skip’s attitude to Carl change when because his lastHow name is Matt, bad stuff happens. he finds out his name? Why? PUMP & LONG BLACK HOSE: Carl uses the hose to wash cars THE BARGE: known. Wasn’t his name Carl on the barge“He andshould boostshave the business trade significantly. Matt?” (p 75) What does Carl mean by this statement? THE CURSE OF THE MATTS: It causes Carl a lot of stress to be PUMP LONG BLACK HOSE: HowHarley. does Carl hose totally & responsible for his brother Carluse notthe only hastoto increase barge and whathe effect it look afterbusiness himself on butSkip’s his younger brother; has adoes job and have? isn't around much and Harley seems not to be aware of the THE CURSE THE do you think about the risk of beingOF sent toMATTS: a fosterWhat home. pressure put on Carl by being totally responsible for Harley? REFLECT & READ 3 LEARNING INTENTION: Students will continue reading novel and explore chapter summaries. SUCCESS CRITERIA: Read along with novel Complete chapter summary cloze activity NEW LESSON STRUCTURAL CHOICES LEARNING INTENTION: Students will consider the structural choices of the author with a focus on setting and plot. SUCCESS CRITERIA: Explore the setting. Construct a plot diagram. Define types and sources of novel conflict Setting What is this place like? Why does it not suit Carl in the beginning? How does Carl evolve to belong in Wattle Beach? How does the ‘setting’ of a place impact on the development of the novel? The inspiration… http://www.jamesmoloney.com.au/FAQ_for_A_Bridg e_to_Wiseman_s_Cove.htm Look at the images and read the explanation of what inspired James Moloney. Why is it important for fiction to be based on real life? Plot of A Bridge to Wiseman’s Cove Ways to develop plot Suspense- excitement or tension Flashback- interrupts the normal sequence of events to tell about something that happened in the past Foreshadowing – a hint or suggestion of what is to come Example from novel Types of Conflict Character vs Character – problem with another character Character vs Nature – problem with a force of nature Character vs Society - problem with the laws or beliefs of a group or character vs. community, society or culture Character vs Self -problem with deciding what to do or think; “inner conflict” Conflict – A Bridge to Wiseman’s Cove What type(s) of conflict(s) existed in A Bridge to Wiseman’s Cove: Character vs Character Character vs Nature Character vs Society Character vs Self NEW LESSON CHARACTERISATION LEARNING INTENTION: Students will investigate the author’s use of language to develop characterisation and point of view . SUCCESS CRITERIA: Define characterisation techniques. Analyse how language conveys character traits. Identify narrative point of view used in novel. Classifying Characters The protagonist is the main character. The antagonist is the character or force opposing the main character. Who are they in Bridge to Wiseman’s Cove? Classifying Characters Examples from novel? Flat: characterised by one or two traits, summed up in a few sentences. Round: complex and many-sided. Static: unchanging character from the beginning to the end. Developing or Dynamic: undergoes a permanent change in some aspect of his/her character, personality, or outlook. Characterisation the author creates a character on a page and tries to make readers feel as if they have met a real person… is the process by which the writer reveals the appearance, personality and perspective of a character… creating characters boils down to, ultimately: making the audience care... characters help deliver the message of the novel… Characterisation: Creating Characters Thetwo twotypes typesof ofcharacterisation characterisationare aredirect directand andindirect. indirect. The writertells …………… what a character is like, the method IfIfaawriter you whatyou a character is like, the method is called is calledcharacterisation. ……………. characterisation. direct writerprefers prefersto toshow ………….. characters in action, the method IfIfaawriter characters in action, the method is is called …………… characterisation. called indirect characterisation. Direct/Indirect: Example… Direct Lewis always took ages to get ready. He really did. He always forgot something. He had to make sure that his outfit was just right - that was his problem. Eventually he would appear, say sorry, and you’d explain to him that he had taken ages – again. Indirect Lewis looked at himself in the mirror, adjusting his shirt. He put on his new watch and looked at the time. Getting on, he thought. His wallet was somewhere, as were his keys, but he wasn’t ready to look yet. He looked at the shirts on his bed, thinking what to wear. After a while, he took off the one he was already wearing, picked up the yellow one instead and put it on. He looked into the mirror again, checking his beard and spraying some cologne on his neck. He found his keys on the side, and eventually his wallet appeared in a coat he had worn the night before. He put on his shoes and had one last look in the mirror by the door. His friends were waiting outside, grumpy and muttering because of the time he had taken. “Sorry.” He said. Characterisation: Creating Characters The two types of characterisation are direct and indirect. If writer …………… you what a character is like, the method If aa writer tells you what a character is like, the method is calledis called ……………. characterisation. direct characterisation. If characters in action, the method If aa writer writer prefers prefers to to ………….. show characters in action, the method is is called …………… characterisation. called indirect characterisation. Indirect? Direct? He knew this wasn’t enough. He was being reasonable, controlled, keeping that same damned politeness in his own voice. He could feel the heat inside him and in that instant he let it go, let it bubble up into his throat. He shouted for the whole bar, whole town, to hear, a wild ferocious roar. “You’re not putting him on that chain any more. Do you hear me? No more. You won’t hit him, you won’t even touch him, no matter what he does.” Carl’s hand rose up, index finger pointing, punching the air in front of his aunt. “He deserves better than that.” He made his way past the stunned and silent patrons, turning briefly as he entered the foyer. “And so do I,” he shouted. Then he was gone. (p.99) Description of Carl Matt “The ten-minute walk in a cooling breeze took none of the heat from his indignation. He marched straight through the doors of the bowls club, his clothes still damp and dishevelled from a day on the barge, the bloody gash along his thumb dripping blood onto the carpet. He spotted Beryl at the last poker machine in a long gaudy row and made for her with purposeful strides until he stood only metres away.” (p.97) Description of Carl Matt - Description “The ten-minute walk in a cooling breeze took none of the heat from his indignation. He marched straight through the doors of the bowls club, his clothes still damp and dishevelled from a day on the barge, the bloody gash along his thumb dripping blood onto the carpet. He spotted Beryl at the last poker machine in a long gaudy row and made for her with purposeful strides until he stood only metres away.” (p.97) What language features / figurative are being used here? Character Name: Carl Matt What does the character say and do? He marched into the bowls club, purposely What does the character think and feel? He felt indignant What do the other characters think about the character? He is ignored by his Aunt Beryl. How does the character look? He looked damp and dishevelled. He had a gash on his thumb. How does the character make you feel? Proud – that he finds the courage to stand up for Harley. What does the character say and do? What does the character think and feel? What do the other characters think about the character? How does the character look? How does the character make you feel? “He took in a breath. Held it. Words, he needed words. The breath slid out of him and he began to shiver, not from the icy touch of his clothes but the fear that suddenly froze his heart. “I want the key,” he managed to say. Pitiful words. No more than the woman expected of him. They told nothing of what was sealed inside him still.” (p.98) What language features / figurative are being used here? Don’t confuse characterisation with point of view. Narrative Point of View The angle or perspective from which the story is told Various Point of View First Person: Told from the viewpoint of one of the characters, using the first person pronoun “I”. Second Person: The main character in the story is referred to using the second person pronoun “you”. Third Person: The story is told using a narrator who is located outside of the action of the story and uses third person pronouns such as “he”, “she”, “his”, “her”, “they” etc. Third person…. Which one does Bridge to Wiseman’s Cove use? Copy down the definition & explain why Three different types of Third Person Point of View: Omniscient: The narrator has the power to show the reader what is happening though a number of characters’ eyes. Limited Omniscient: Third person, told from the viewpoint of a character in the story. Objective: Third person, told as if from a camera that follows the characters. Only what is said and done is recorded. NEW LESSON THEME LEARNING INTENTION: Students will investigate the author’s development of themes in the novel. SUCCESS CRITERIA: Identify key themes. Gather evidence. Share findings. Themes What central message, concern or purpose was/were evident in A Bridge to Wiseman’s Cove? Are some themes more evident/important than others? Issues To identify the theme (message) we must first look at the issues dealt with in the novel. These are often related to the key conflicts. Bridge to Wiseman’s Cove deals with a range of issues: Love Family breakdown Low self-esteem Isolation Death Family Carl Matt wants nothing more than to be a part of a family, something he has never experienced. Carl floated in a sea of families where everyone, it seemed, walked, spoke and laughed with at least one other – a daughter, a father, a mate. (p23) Carl tries to maintain a sense of family with Harley. For all that she is related to the boys, Aunt Beryl does not welcome them as family. She is only interested in letting the boys stay so that she can obtain their social security payments. Because of his own upbringing, Carl has little understanding of how families work. He is horrified when Skip tells Joy about Beryl chaining Harley up. “Carl, they’re a family. That’s what families do. Talk about things.” (p147) He does not abandon Beryl because he knows what it feels like to be abandoned by family. The plot of the novel follows Carl from the breakdown of his original family to when he finds a new one. Love Brainstorm all the sayings about love… Do any of these messages about love Carl Matt is crippled by the belief that his mother doesn’t love him. apply comment to the novel Throughout the novel Carl is haunted by Beryl’s Who’ll love you if your own mother doesn’t? (p112) Carl himself is a gentle person with a lot of love to give. He goes to Nugent’s store every afternoon to meet the bus, hoping that his mother will get off it. He can’t blame Sarah for leaving because he loves her. He buys reflectors for Harley’s bike and a coffee plunger for Beryl, even though he receives and expects nothing in return. Maddie Duncan feels unloved by her gruff, distant father. She is in an unsatisfactory relationship with Nathan in the misconception that it is love. Justine tells Carl “Maddie’s just trying to work out who really loves her, same as everyone else on the planet. (p184) Joy is angry with her son Graham for dying. It was because I had all this love and he was gone, like he rejected it. (p281) YOU DO: Work in groups to collect evidence on the next 3 issues: Low self-esteem Isolation Death What messages about the issues does the story pass on to the reader? Love Love works in mysterious ways Family breakdown Family can come in many forms Low self-esteem Find friends who make you feel good Isolation People need other people to be happy Death There is no point holding grudges; living need to carry on/forgive NEW LESSON WRITING PARAGRAPHS LEARNING INTENTION: Students will create paragraphs using evidence gathered in previous lessons. SUCCESS CRITERIA: Identify key themes. Gather evidence. Share findings. FORMAT TOPIC SENTENCE EXPLANATION EVIDENCE SUMMARY/LINKING SENTENCE Paragraphs for this analysis This analysis needs to evaluate the techniques (structural choices such as plot & characterisation) used by the author. THEME When writing a paragraph on theme for a literary analysis: the theme is introduced in the topic sentence and examples/quotes from the novel are the evidence. The technique used to develop the theme needs to be discussed. (eg. The plot develops the theme of….) LANGUAGE When writing a paragraph on language features for a literary analysis: the language feature is introduced in the topic sentence and examples/quotes from the novel are the evidence. The reason the language is used to needs to be discussed. (eg. This type of language develops the character of….) Theme: Every family is different Carl Matt wants nothing more than to be a part of a family, something he has never experienced. Carl floated in a sea of families where everyone, it seemed, walked, spoke and laughed with at least one other – a daughter, a father, a mate. (p23) Carl tries to maintain a sense of family with Harley. For all that she is related to the boys, Aunt Beryl does not welcome them as family. She is only interested in letting the boys stay so that she can obtain their social security payments. Because of his own upbringing, Carl has little understanding of how families work. He is horrified when Skip tells Joy about Beryl chaining Harley up. “Carl, they’re a family. That’s what families do. Talk about things.” (p147) He does not abandon Beryl because he knows what it feels like to be abandoned by family. The plot of the novel follows Carl from the breakdown of his original family to when he finds a new one. TOPIC SENTENCE: Introduces the theme A key theme developed in the novel is that every family is different. Moloney demonstrates this with a plot structure based around the issue of family breakdown. The plot follows the protagonist, Carl, from the breakdown of his original family to when he finds a new one. Early in the novel it says “Carl floated in a sea of families” (p23) and suggests he wants nothing more than to be a part of one himself. However, because of his own upbringing, Carl has little understanding of how families work. He is horrified when Skip tells Joy about Beryl chaining Harley up and Justine has to explain to him, “Carl, they’re a family. That’s what families do. Talk about things.” (p147). Eventually, Joy helps Carl talk about things too, such as the death of his mother, and they forge a new family when Skip and Joy adopt him. Furthermore, this allows Carl to learn some new lessons about love. EXPLANATION: Explains how the author develops the theme TOPIC SENTENCE: Introduces the theme A key theme developed in the novel is that family can come in many forms. Moloney demonstrates this with a plot structure based around the issue of family breakdown. The plot follows the protagonist, Carl, from the breakdown of his original family to when he finds a new one. Early in the novel it says “Carl floated in a sea of families” (p23) and suggests he wants nothing more than to be a part of one himself. However, because of his own upbringing, Carl has little understanding of how families work. He is horrified when Skip tells Joy about Beryl chaining Harley up and Justine has to explain to him, “Carl, they’re a family. That’s what families do. Talk about things.” (p147). Eventually, Joy helps Carl talk about things too, such as the death of his mother, and they forge a new family when Skip and Joy adopt him. Furthermore, this allows Carl to learn some new lessons about love. EVIDENCE: Provides examples and quotes from the novel to prove the topic sentence LINKING SENTENCE: Connects to the next paragraph YOUR TURN…use the info to create the next theme paragraph on love Carl Matt is crippled by the belief that his mother doesn’t love him. Throughout the novel Carl is haunted by Beryl’s comment Who’ll love you if your own mother doesn’t? (p112) Carl himself is a gentle person with a lot of love to give. He goes to Nugent’s store every afternoon to meet the bus, hoping that his mother will get off it. He can’t blame Sarah for leaving because he loves her. He buys reflectors for Harley’s bike and a coffee plunger for Beryl, even though he receives and expects nothing in return. Maddie Duncan feels unloved by her gruff, distant father. She is in an unsatisfactory relationship with Nathan in the misconception that it is love. Justine tells Carl “Maddie’s just trying to work out who really loves her, same as everyone else on the planet. (p184) Joy is angry with her son Graham for dying. It was because I had all this love and he was gone, like he rejected it. (p281) Remember this one…? “He took in a breath. Held it. Words, he needed words. The breath slid out of him and he began to shiver, not from the icy touch of his clothes but the fear that suddenly froze his SUMMARY SENTENCE: heart. “I want the key,” he Reinforces the statement in the topic managed to say. Pitiful words. sentence. No more than the woman expected of him. They told nothing of what was sealed inside him still.” (p.98) Vivid description is used as an indirect characterisation technique to help readers relate to Carl. Metaphor and personification is particularly valuable in conveying Carl’s feelings when he finally stands up to Beryl. Personification is used to describe the ‘icy touch of his clothes’. Similarly, metaphors such as the fear that ‘froze’ his heart and the words that were ‘sealed’ inside him help portray his experience. These language features show Carl’s emotions and allow the reader to identify with and feel empathy for him. YOUR TURN…use the info to create explain how language used in the prologue is an example of foreshadowing 1. Personification: The engine “commands its throaty roar” – the vivid noise to change the tone of the scene, suggests finality. 2. Simile: “Travellers… gathering like moths around a grimy bulb” – helps reader to picture darkness, suggest dirt and fatigue (p2) Author values, beliefs & assumptions LEARNING INTENTION: Students will explore author values, beliefs and assumptions and how these have informed the novel. SUCCESS CRITERIA: Define key terms. Make judgements on Moloney’s BVAs. Create a paragraph outlining key ideas. Quick Starter: Read & Answer Carl constantly looks out for Harley and tries to protect him. When Harley is suspended from school for fighting with Liam Wilson, Beryl says he is Carl’s responsibility. To enable Carl to keep working on the barge, Joy takes Harley back to her house. “Carl searched back through his memory for a time when anyone considered Harley in need of care rather than watching. Nothing turned up.” (p107) Joy helps Harley to bake a cake which he proudly offers to all of the passengers. “It’s not the cake. It’s Joy. She’s the only person who’s been good to him since we came here.” (p132) Joy is amazed at the type of life Carl and Harley have had. “I didn’t think there’d be a kid in the world who didn’t know what to do with the beaters from a cake mix.” (p140) In contrast, when Beryl is in charge, Harley rides off on his bike and spray paints the town. She hits him across the face. When Carl returns home to find Harley chained up like a dog, he says “What are we going to do, Harley? Mum’s gone, Sarah’s gone, everyone hates us.” (p119) Carl says of Harley “He’s miserable and hurt. He’s not a wild creature, just a little boy.” (p115). QUESTIONS TO CONSIDER: • Is Harley a bad child, or just a young boy who needs to be shown some love and attention? Consider the different ways in which he behaves when he is with Aunt Beryl and Joy Duncan. • Can loving someone help them become a better person? BELIEF A belief is an internal feeling that something is true, even though that belief may be unproven or irrational. eg I believe that walking under a ladder brings bad luck, or I believe that there is life after death. VALUE A value is a measure of the worth or importance a person attaches to something; our values are often reflected in the way we live our lives. eg I value freedom of speech, or I value my family. ASSUMPTION An assumption is a thing that is accepted as true or as certain to happen, without proof. These are usually based on beliefs and values Eg. I assume that if I do the right thing I will not be arrested, or the assumption that people feel bad when they do something wrong FIND THE LINKS WE DO What are the most logical conclusions here? Match correct ones together BELIEF VALUE ASSUMPTION I believe it is wrong to lie I value family I assume everything will work out in the end I believe parents love I value long term their kids goals I assume other people will tell me the truth I believe hard work will lead to a happy ending I assume my family will always support each other I value honesty IN THE NOVEL YOU DO What would you assume are Moloney’s BVAs? Complete the following table NOVEL EXAMPLE Carl stood by Harley Skip & Joy Duncan rescued the boys Carl faced a wide range of challenges BELIEF VALUE ASSUMPTION YOU DO How would we add these into our analysis? TOPIC The author’s use of plot structure, characterisation and this combination of themes reveals a range of beliefs, values and assumptions. EXPLAIN EVIDENCE/EXAMPLES SUMMARY https://2009btwc.wikispaces.com/Themes+in+A+Brid ge+to+Wiseman%27s+Cove Short Story Task LEARNING INTENTION: Students will deconstruct the short story assessment task. SUCCESS CRITERIA: Students will be successful if they can: Identify the key components of the task Consider and define the main focus areas Brainstorm and discuss possible approaches Task Context Much interest has been aroused by the Australian novel you have recently read. Television network executives believe that a ‘spin-off’ series based on the novel would be extremely well received by Australian audiences. They wish to create a series that brings a fresh and unique perspective to the people, places, events and concepts depicted in the novel. The Task Write an additional scene to the novel — an imaginative transformation of the narrative that will be given to network executives in the form of a short story. This short story would provide inspiration for an episode in the envisioned TV series. The short story will sit alongside the novel, meaning that it will make use of the same characters, settings, events and issues of the novel. However it will provide a ‘fresh and unique perspective’ by utilising the viewpoint of a secondary character, while expanding upon a social, moral or ethical issue from the novel. Key Points The network executives have requested the following elements in your submission: a minimum of 800 words short story narrative structure a writing style that matches the author’s a distinct narrative viewpoint and character voice to match the selected secondary character a distinct social, moral or ethical message about one of the issues from the novel characterisation, setting and plot that is in keeping with the novel. A writing style that matches the author’s….? What does that mean? An additional scene in keeping with the plot…? What does that mean? A secondary character…? What do we know? What could we assume? Who are they? What are they like? Think: Physical appearance; occupation; personality What could we invent? NEW LESSON CONSOLIDATION What have Whatdo wewe have to to do:do for the task? Write Writean anadditional additionalscene sceneininkeeping keepingwith withthe the………………. PLOT of the of the novel a …………………… in a that novel aboutabout a SECONDARY character in character a writing style writing style that……………….. the author’s MATCHES the author’s Developing a Character LEARNING INTENTION: Students will develop a chosen character through direct and indirect characterisation. SUCCESS CRITERIA: Students will be successful if they can: Identify a selected character’s key traits Review definition of direct and indirect characterisation. Apply techniques for selected character Physical. What does the character look like? How do the character’s physical attributes play a role in the story? How does the character feel about his or her physical attributes? How does the character change physically during the story? How do these changes affect the character’s experience? • • Intellectual. • How would you describe this character’s intelligence? • What does this character know? How does this character’s intellect compare to others in the story? • Is this character smart enough to thrive in the world in which he or she lives? • What does this character learn as the Philosophical. story develops? • What does this character believe about the way life is? • What are these beliefs based on? How do these beliefs affect the choices Emotional. Social. this character makes? How does this character feel mostdo ofthose beliefs • How does this character get along with • How change the time? other characters in the story? throughout the story? How do his or her feelings• change Who does this character choose for Do others in the •story share these throughout the story? friends and why does this character beliefs? How does this character feel about choose them? himself or herself? • Where does this character stand in the When faced with challenges in the social order? story, what emotions come up for • How does this character’s social this character? standing affect events in the story? Character Analysis • • • • • • • I DO Character Traits Help us understand why characters speak and act the way they do. Help us understand what the characters think or why they have certain beliefs. Help us understand a character’s relationships with other characters. Help us predict what characters might do next. Help us make inferences and to draw conclusions about events in the story. WE DO Character Traits YOU DO: Define two courageous Identify a character trait for Carl Matt: ________________ character traits of caring If possible, identify another character trait:your ________________ chosen secondary character YOU WEDO DO CONSOLIDATION: Characterisation The two types of characterisation are direct and indirect. If a writer tells you what a character is like, the method is calledis …………… you what a character is like, the method direct called characterisation. ……………. characterisation. If a writer prefers to show characters in action, the method is ………….. characters in action, the method called indirect characterisation. is called …………… characterisation. YOU DO DIRECT CHARACTERISATION EXAMPLE: Carl is quietly courageous. He doesn’t flaunt his courage but time and again he swallows his fears and takes risks to help protect the barge and stand up for the people he loves. Using the table you constructed, write a short paragraph describing one trait of your character using direct characterisation. YOU DO INDIRECT CHARACTERISATION Now, revealing the same character trait in with 1-2 sentences for each of the following: Appearance: Words: Thoughts: Feelings: Actions: Carl face was a mask of determination, like a warrior entering battle. “I can’t take this anymore,” he said. He hesitated for a moment, worried about the way Beryl would react. But his anger bubbled up, dissolving his fears. He squared his shoulders and marched ahead. WRITE, PAIR, SHARE Intellectual. How would you describe this character’s intelligence? What does this character know? How does this character’s intellect compare to others in the story? Is this character smart enough to thrive in the world in which he or she lives? t does this character learn as the story develops? Physical. What does the character look like? How do the character’s physical attributes play a role in the story? How does the character feel about his or her physical attributes? How does the character change physically during the story? Philosophical. What does this character believe about the way life is? What are these beliefs based on? How do these beliefs affect the choices this character makes? How do those beliefs change throughout the story? Do others in the story share these beliefs? Social. How does this character get along with other characters in the story? Who does this character choose for friends and why does this character choose them? Where does this character stand in the social order? How does this character’s social standing affect events in the story? Emotional. How does this character feel most of the time? How do his or her feelings change throughout the story? How does this character feel about himself or herself? When faced with challenges in the story, what emotions come up for this character? Name: NEW LESSON CONSOLIDATION: Plot What are the six key ingredients in a plot? 1. Exposition/Orientation 2. Conflict 3. 3. Rising Action 4. Climax 4. 5. Falling Action 5. 6. Resolution 6. Developing the Plot LEARNING INTENTION: Students will develop a plot structure for imaginative transformation task. SUCCESS CRITERIA: Students will be successful if they can: Identify a selected character’s key traits Review definition of direct and indirect characterisation. Apply techniques for selected character I DO LINK: Motivation Motivation is the reason why people do the things they do. Uncover a character’s motivations by paying attention to what the character says What the character does Clues about motivation Then, think about the outcome of the character’s actions. I DO Consolidation: Types of Conflict What are the four main types of conflict in fiction? Character vs Character – problem with another character Character vs Nature – problem with a force of nature Character vs Society - problem with the laws or beliefs of a group or character vs. community, society or culture Character vs Self -problem with deciding what to do or think; “inner conflict” YOU DO: Identify two sources of conflict faced by your character in the novel. Which one will you focus on for your short story? I DO LINK: Conflict provides Motivation How is your character likely to deal with these sources of conflict? Character vs conflict Character traits Plot development What might be the outcome of the character’s actions? I DO Plot Components Carl’s Mumofis the unhappy, unstable before the Introduction: The start story,family the situation action starts Carl’s Mum leaves ; Beryl doesn’t want them ; treats them badlyseries ; Carl has to look after Harley and Rising Action: The of conflicts and crisis indevelops the story that relationship with Skip & Joy; lead to the climax Climax / Turning Point: The moment – either Carl most standsintense up to Beryl, almost loses Harley mentally or in action – the reader wonders what will happen next; will the conflict be resolved or not? Falling Action: The events to resolve Finds out hisand Mumcomplications is dead ; that shebegin was coming themselves. (The events thetoclimax home/did lovebetween him; decides forgiveand Berylthe resolution) Moves in with Skip anduntangling Joy Duncan;of returns to in the story Resolution: The conclusion, the events school Write your own plan using these headings – find the links between conflict, character actions and climax YOU DO Introduction: The start of the story, the situation before the action starts Rising Action: The series of conflicts and crisis in the story that lead to the climax Climax / Turning Point: The most intense moment – either mentally or in action – the reader wonders what will happen next; will the conflict be resolved or not? Falling Action: The events and complications begin to resolve themselves. (The events between the climax and the resolution) Resolution: The conclusion, the untangling of events in the story I DO Ways to develop your plot Suspense - excitement or tension Flashback- interrupts the normal sequence of events to tell about something that happened in the past Surprise Ending- conclusion that reader does not expect Foreshadowing – a hint of what is to come YOU DO: Record ideas about how to include two of these in your story NEW LESSON Developing Language LEARNING INTENTION: Students will develop language suited to the author’s writing style. SUCCESS CRITERIA: Students will be successful if they can: Identify a selected character’s kaney traits Review definition of direct and indirect characterisation. Apply techniques for selected character Personification Moloney personifies vehicles a lot. He gives them human and animal characteristics. They: I DO Sounds: Growl, purr, grumble, whine Actions: Climb, struggle, race, shudder WE DO What else could have human-like qualities? A tree: YOU DO: Waves: Choose two of these or one of your own Wind: Harley’s bike: and use human/animal qualities to Beryl’s poker machine: describe its sounds and actions I DO Making metaphors YOU DO: Choose something in the Wattle Beach setting to describe – literally, figuratively & metaphorically Hint: the sun, waves, osprey, barge, school bus, Beryl’s cigarette To speak literally: To take words in their basic sense – matter of factly ie: The leaves blew across the lawn To speak figuratively: To replace a word / action with representation, but not abstract ie: The leaves danced across the lawn To speak metaphorically: To replace a word / action with something that is not literally applicable ie: The leaves were ballerinas dancing across the lawn Character Description Moloney describes Carl as: “… a bloated pincushion on sturdy legs.” “ A slow-moving target.” YOU DO: Describe your own character by using a relevant metaphor. Hint: 1. choose one physical characteristic & describe it 2. think of an object that is similar to the description 3. write a sentence introducing the characteristic and add the metaphor Eg. Her skin is soft; velvet is soft; her skin is velvet Extended Metaphor A metaphor that is extended throughout a section of the story or event throughout the whole story. Cities are often compared to bee hives with “worker bees”, a “hive of activity”, “buzzing” with action. Extend a metaphor by linking the verb to the description eg. Carl floated in a sea of families YOU DO: Use a verb to extend metaphor written in your last sentence. Eg. He wanted to wrap himself in her velvet skin. What image do you see in your mind when you read the following sentence? A field of bright yellow flowers stretched out in front of me as far as I could see. Is this image close to the one you saw in your mind? What image do you see in your mind when you read the following sentence? The big, juicy burger with its melted cheese and red tomatoes made my mouth water and my stomach grumble. Is this image close to the one you saw in your mind? Imagery Definition: Imagery refers to the mental pictures or associations that readers experience when reading literature. Imagery appeals directly to one or more of the five senses. An author achieves imagery through the use of words. There are five (5) types of imagery: 1. Visual – what you see 2. Auditory – what you hear 3. Kinesthetic – what you feel 4. Olfactory – what you smell 5. Gustatory – what you taste Imagery YOU DO: Describe the home of the character, in a passage that activates each of the five senses. Imagery is using language to represent objects, actions and ideas in such a way that it appeals to our physical senses. SIGHT: “She (Beryl) continued to play, pressing the button, watching the garish symbols roll down the screen and one by one come to a halt.” SOUND: “He (Carl) shouted for the whole bar, the whole town, to hear, a wild ferocious roar” TOUCH: “….he began to shiver, not from the icy touch of his clothes but the fear that suddenly froze his heart.” TASTE: “Carl felt the dread tipping into his stomach, sinking to the pit like cement, forcing the salty chips upwards to the base of his throat” SMELL: the aroma of coffee filled the house Reflect & Review LEARNING INTENTION: Students will reflect on their previous task and review necessary skills. SUCCESS CRITERIA: Students will be successful if they can: Identify mechanical errors made in analysis task Complete activities to review techniques. Apply techniques in future assessment tasks Your results Read task and comments. Write recommendations /focus areas into your books. Titles: Capitalise each word for titles, except for small conjunctions. Eg. A Bridge to Wiseman’s Cove Put titles in single quotation marks Eg. ‘A Bridge to Wiseman’s Cove’ Include the publication date in brackets following title the title the first time it is mentioned. Eg. ‘A Bridge to Wiseman’s Cove’ (1996) A few other key things: Alot is not a word – it is two. A lot. – Write it down three times with the correct spacing. Proper nouns (names of people, places and things) have capital letters. Always start a sentence with a capital letter. Analysis tasks (essays etc) should be written in third person – avoid ‘I’ and ‘you’. If you know you are not a good speller, use the task sheet to help you. Drafting/marking codes Which ones are present on your task? sp = spelling error g = grammatical error Which issue is the most t = tense error important? p = punctuation error s/s = sentence structure error (fragment eg. Not complete sentence or too many clauses) You do: Correctly spell all incorrectly spelt words in your books Complete worksheets for all focus areas Symbols A symbol is a person, place, or thing comes to represent an abstract idea or concept -- it is anything that stands for something beyond itself. What do these objects in the novel come to symbolise? Harley’s bike: YOU DO: Beryl’s coffee plunger: Brainstorm one The barge: ‘symbolic’ object your character could own. Can you think of any in the novel? Motifs The literary device ‘motif’ is any element, subject, idea or concept that is constantly present through the entire body of literature. Using a motif refers to the repetition of a specific symbol or idea dominating the literary work. Motifs are very noticeable and play a significant role in defining the nature of the story. It often links to a key issue or theme in the story. Can you think of any in the novel? The Osprey Joy keeps the injured bird safe until it is healed and ready to be released back into the world. When Carl joins Joy and the others in setting the osprey free he feels an overwhelming sense of elation and freedom. Joy remarks “Wasn’t it brilliant. It must be great to be free again, like that. I almost know how the bird feels.” (p193) The need for ‘freedom’ is a reoccurring theme in this novel. Bridges How does the idea of the ‘bridge’ play a significant role in defining the nature of the story in A Bridge to Wiseman’s Cove? YOU DO: How could you incorporate these symbols/motifs in your story? Could you use one of your own? Preconceptions Carl suffers from the behaviour of his family – “the curse of the Matts”. Everyone assumes that because he is a Matt he will cause problems. Even Skip Duncan doesn’t want to employ Carl once he realises who he is. I lost so much that day ‘cause of your grandfather. ‘Cause of you Matts. Why should I care what happens to any of you? Bloody Matts. Rotten to the core. Every one I’ve ever laid eyes on. (p157) Are the Matts “rotten to the core”? Beryl feels that her family also suffered as a result of the accident. Do you agree that the Matts deserve any sympathy? What damage can it cause to have preconceived ideas of people? Can you identify any groups or people in society about which you or others may have preconceived ideas? What impact does this have on the way you view them and treat them? Relationships - Indirect Writers also give readers a view of their characters from another angle: through characters’ relationships with each other. Character reactions reveal qualities of both characters and their relationship…through: what characters say to each other and how characters act toward each other Aunt Beryl and Carl Beryl didn’t realise at first that he had lingered and she continued to play, pressing the button, watching the garish symbols roll down the screen and one by one come to a halt. She’d lost this time. Only then did she notice Carl and the other faces peering from either side of him. “You shouldn’t have done it,” Carl said again, less tentatively this time. He imagined himself on the barge, shouting to a driver, putting him on the deck in just the right spot. His voice rose. “It was cruel. You wouldn’t do it to a dog.” Men began to move closer from the bar, forming an audience. “Don’t make such a big drama out it,” said Beryl, looking around at the startled faces. Carl saw nothing but his aunt slouched on the stool, still unmoved by what she had done. She brought the cigarette to her lips and drew deeply, tilting her head and letting the smoke shoot out strongly. This was her most intimidating pose, one that had repelled him many times before. “Go home, Carl,” she said. (p. 98/9) Aunt Beryl and Carl What relationship exists between Aunt Beryl and Carl? How is this revealed in the passage by: what the characters say to each other? how the characters act toward each other? What indication do we have, in this passage, that times are changing? That the relationship is changing? Motivation Motivation is the reason why people do the things they do. Uncover a character’s motivations by paying attention to what the character says What the character does Clues about motivation Then, think about the outcome of the character’s actions. Motivation What was the motivation for Carl’s outburst at his Aunt Beryl? What about the outcome of Carl’s actions…was his outburst justified? Relationships - Indirect Writers also give readers a view of their characters from another angle: through characters’ relationships with each other. Character reactions reveal qualities of both characters and their relationship…through: what characters say to each other and how characters act toward each other Aunt Beryl and Carl Beryl didn’t realise at first that he had lingered and she continued to play, pressing the button, watching the garish symbols roll down the screen and one by one come to a halt. She’d lost this time. Only then did she notice Carl and the other faces peering from either side of him. “You shouldn’t have done it,” Carl said again, less tentatively this time. He imagined himself on the barge, shouting to a driver, putting him on the deck in just the right spot. His voice rose. “It was cruel. You wouldn’t do it to a dog.” Men began to move closer from the bar, forming an audience. “Don’t make such a big drama out it,” said Beryl, looking around at the startled faces. Carl saw nothing but his aunt slouched on the stool, still unmoved by what she had done. She brought the cigarette to her lips and drew deeply, tilting her head and letting the smoke shoot out strongly. This was her most intimidating pose, one that had repelled him many times before. “Go home, Carl,” she said. (p. 98/9) Aunt Beryl and Carl What relationship exists between Aunt Beryl and Carl? How is this revealed in the passage by: what the characters say to each other? how the characters act toward each other? What indication do we have, in this passage, that times are changing? That the relationship is changing? Try these…. Read 100 word stories & identify key features http://www.100wordstory.org/6277/the-evergreen/ Now you try…. DARK! – think, pair, share Plot: Conflict Conflict is the dramatic struggle between two forces in a story. Without conflict there is no plot. Plot: Types of Conflict Interpersonal Conflict Human vs. Human Human vs. Nature Human vs. Society Internal Conflict Human vs. Self Drafts Due LEARNING INTENTION: Students will complete short story drafts. SUCCESS CRITERIA: Students will be successful if they can: Create a story with definite plot structure Use figurative language – similes, metaphors, imagery. Steps to Success 1. Define your: introduction; conflict; rising tension; climax; falling tension; resolution 2. Write sections (at least 2 paragraphs on each) 3. Add descriptive sections that appeal to all senses, use strong vocabulary and apply similes, metaphors and personification.
