Richmond River High School
Stage 5 English
Year 10 Context study: Close study of a novel and its author
by Karen Yager, English Head Teacher
Concept:
Context study: Close study
of a novel and its author
Texts:
Fiction such as:
 Haddon, M: Curious
Incident of the Dog in
the Night-time
 Golding, W: Lord of the
Flies
 Lee, H: To Kill a
Mockingbird
 Horniman, J: Mahalia
 Marsden, J: Tomorrow
When the War Began
Cross-curriculum
Content:
 Literacy
 ICT
 Civics & Citizenship
Language modes:
 Reading
 Writing
 Speaking
 Listening
 Viewing
 Representing
Stage 5 Focus Outcomes
A student:
4
6
9
Key learning ideas:
 how texts are shaped
and responded to
according to context
 identifying different
reading positions
 how texts can explore
universal themes &
social reality
selects and uses
language forms and
features, and structures
of texts according to
different purposes,
audiences and contexts,
and describes and
explains their effects on
meaning
experiments with
different ways of
imaginatively and
interpretively
transforming
experience, information
and ideas into language
demonstrates
understanding of the
ways texts reflect
personal and public
words
Rationale
This Stage 5 unit for mixed ability year 10 classes examines an author’s context and its
impact on his or her novel. The students will be responding to the novel and extracts
from other text/s by the author, and composing a variety of texts such as expositions,
personal, imaginative and critical responses. How others can respond to a text will be
considered.
A variety of novels have been selected for the exercises involving extracts. It is not
necessary to use the ones listed. I have chosen interesting extracts from texts that I
hoped students would be inspired to read.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 1 of 25
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The collaborative group assessment task allows students to select from a list of tasks
or create their own tasks. This encourages students to be self-directed, drawing upon
the constructivist approach to learning that recognises that students learn best by
being actively involved in the learning process. Students can negotiate the tasks and
assessment tasks that have been set as long as the alternative tasks satisfy the
outcomes to be assessed for this unit of work.
Optional additional activities have been included for all students. The resource list for
the four novels listed above includes sites that focus on the author and his or her
context, notes on the actual texts and in some cases, interviews with the authors.
Learning content and activities
Students learn to:
4.1 identify, describe and explain the purpose of texts in personal,
historical, cultural, social, technological and workplace contexts
4.2 describe, explain and evaluate the composer’s choices of language
forms and features and structures of texts in terms of purpose,
audience and context
4.3 use appropriate language forms and features and structures of texts
in their own compositions and describe, explain and justify their
choices in terms of purpose, audience and context
4.4 experiment with and explain altered perceptions of ideas and
information that result from changes in language features and
structures
4.5 identify purpose, audience and context of texts through
consideration of the language forms and features, and structures
used
4.6 adapt and justify language use appropriate to spoken, written and
visual texts
6.4 compose texts using a range of literary and non-literary texts as
models
6.6 compose imaginative texts based on a proposition, premise or
stimulus
9.2 relate the content and ideas in texts to the world beyond the texts
9.3 describe ways in which their own responses to texts are personal
and reflect their own context
9.4 identifying different reading positions and interpretations of particular
texts
9.5 draw conclusions about their own values in relation to the values
expressed and reflected by texts, and their responses to them
Students learn about:
4.8 the ways in which spoken, written and visual texts are shaped
according to personal, historical, cultural, social, technological and
workplace contexts
4.10
4.11
4.12
the metalanguage for describing, explaining and justifying the
composer’s choices of language forms and features and structures
of texts in terms of purpose, audience and context
the influence of purpose, audience and context on the use of
particular language forms and features and structures of texts
the significance of the relationship between purpose, audience and
context
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Quality Teaching





High Expectations:
challenging tasks
Metalanguage,
Deep Knowledge
Higher-order thinking
Deep Understanding

Higher-order thinking

Deep Understanding

Deep Understanding

Higher-order thinking


Connectedness
Connectedness

Higher-order thinking

Connectedness


Higher order thinking:
synthesising
information
Deep Knowledge
Metalanguage:
technical language
terms
Higher-order thinking

Deep Understanding


Page 2 of 25
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6.7
6.9
9.6
9.8
9.9
9.10
ways in which literary and non-literary composers transform ideas
and experience into texts, including consideration of their insight,
imaginative powers and verbal ingenuity
the ways in which imaginative texts can explore universal themes
and social reality
the ways different and changing views of the world shape meaning
The ways personal perspective is shaped by social, cultural and
historical influences
Aspects of their own context that influence their responses and
compositions
How alternative readings of texts reflect responders’ personal and
public worlds, etc
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005

High Expectations

Connectedness


Connectedness
Higher-order thinking

Connectedness

Higher-order thinking
Page 3 of 25
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Week 1: A room without books is like a body without a soul. G K Chesterton (18741936)
Con
tent
4.10
4.1
4.8
9.2
9.3
9.5
9.7
9.8
9.9
4.5
Learning and teaching activities
Quality teaching
Spelling – look, cover and write. Find 15-20 challenging
words you encountered in the extracts. Find the meaning
of 5 words.
Introduction to the unit: Context
Discussion questions: Record and then share your
responses to the following:
Metalanguage
How could the following factors influence the way you
see the world and respond to others?
a. Personal context: How could an individual’s family,
age, life experiences, gender, ethnicity, etc, shape his
or her perspectives, attitudes and values? Read the
extract from Walk in My Shoes by Alwyn Evans
(pp142-6)
b. Geographical location: Why is where you live
important? Read the extract from the Story-teller’s
Daughter by Sarah Shah (pp281-5)
c. Historical context: Why would living in a different
historical period be significant? Read the extract from
Fires in the Dark by L Doughty (pp293-6)
d. Cultural context: What influence does culture have
on an individual’s perspective? Read the extract from
Mao’s Last Dancer by Li Cunxin (pp 421-423)
e. Workplace context: Does an individual’s workplace
context have an influence on his or her life? Consider
how you would regard life if you worked in a Nike
sweatshop factory in Taiwan?
Context: group work
You will be allocated an extract from a text. Using the
sub-headings from the first lesson, try to decide as a
group the character’s context. Read part of the extract to
the class and share the group’s appraisal.
Novel: Begin reading your class novel. You will need to
have it read by the end of Week 2.
First impressions: (See Individual response sheet)
In pairs critically analyse the novel’s cover and back
blurb. What do the images and words tell you about the
novel, and do they persuade potential readers to buy or
read the book?
Background
Knowledge
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Connectedness
Substantive
Communication
Substantive
Communication
Background
Knowledge
Substantive
Communication
Page 4 of 25
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Week 1: Spelling – challenging words
Select 15 or 20 challenging words you encountered in the extracts that we read during
the first week. Write them in the first column and then do a ‘Look, Cover, Write” in the
remaining columns.
Word
Look
Cover
Write
Total correct:
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 5 of 25
http://www.curriculumsupport.education.nsw.gov.au
Week 1: Individual response sheet 1
1. In 150 words, discuss whether the cover is appealing. In your discussion refer to the
graphics, colour, layout and the actual title:
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2. Now examine the back cover and the blurb. Critically analyse the language features
and in 150 words explain whether you believe that this would persuade potential
readers to read the book.
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3. Class discussion: Compare this cover with the other cover/s used for the novel.
Which cover do you prefer and why?
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 6 of 25
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Week 2: From the moment I picked up your book until I laid it down, I was convulsed
with laughter. Some day I intend reading it. Groucho Marx (1890-1977)
Con
tent
4.10
4.1
4.8
9.8
6.4
6.6
6.7
9.5
9.9
Learning and teaching activities
Spelling: look, cover & write. Select 15-20 challenging words
you have encountered when you researched the composer.
Use five of these words in the following sentences:
a) complex sentence
b) simple sentence
c) fractured or truncated sentence
d) rhetorical sentence
e) exclamatory sentence
Author’s context: research
Use the internet to research the context of the author you are
studying. Make brief notes of any aspects of the author’s
context that you believe could shape the way he or she writes,
creates characters, sets the location and time period of the
novel, and focuses on certain issues. Include any relevant
quotes from the author that relate to the novel you are
studying. You only have one lesson to complete the research
and make brief notes. The information will be important when
you have read the novel.
Context: Assessment Task 1 Focus Outcomes: 6, 9
Imagine that you have just released your first novel, and your
publishing company has released your bio or a newspaper
has interviewed you about your novel.
Quality
teaching
Metalanguage
Background
knowledge:
revisiting
impact of
context
Background
knowledge
Connectednes
s
Compose either:
A bio for you including quotes from you about your life, your
values and your novel
or
The newspaper interview with you including quotes from you
about your life and your novel. Models have been included
from the internet.
4.2
4.4
4.5
4.11
4.12
Additional activities: One or more of the following:
a) have a publicity shot taken of you and include it in your
bio or newspaper article
b) design the cover of your novel
c) write the blurb for the back cover.
Revision: Textual features of an extract
A composer’s use of textual features such as imagery, poetic
devices, emotive words, symbolism, dialogue, etc, can
transport you to a different world, make you imagine that you
really know a character or even make you feel fear or
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Deep
understanding
Metalanguage
Page 7 of 25
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overwhelming sadness.
Higher-order
thinking
Read the extract from your novel and critically analyse the use
of language features, form and structure.
Now rewrite it from another perspective. (See Textual
features sheet)
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 8 of 25
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Week 2: Spelling – Research words
Select 15 or 20 challenging words you discovered during your research. Write them in
the first column and then do a ‘Look, Cover, Write” in the remaining columns.
Word
Look
Cover
Write
Total correct:
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 9 of 25
http://www.curriculumsupport.education.nsw.gov.au
Week 2: Textual features sheet
1. Describe the dialogue used in this extract. Look at the choice of words, structure of
the sentences, the register and the modality. Also consider what is left unsaid by the
character/s. What does it tell you about the character/s?
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2. Describe the structure of the other sentences in the extract. Do they help create the
atmosphere? The composer could have used long, complex sentences, short, simple
or even fractured sentences, rhetorical questions, ellipsis, etc.
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English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 10 of 25
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3. What impression of the character/s and setting is created by the composer’s use
language features in the extract such as: poetic devices: similes, metaphors,
personification, symbolism, register, personal pronouns, stream of consciousness,
etc.?
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4. Rewrite one of the paragraphs from the extract changing the perspective, the tone
and the mood - discuss the impact of the alterations on the extract.
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Extension:
Instead of completing tasks 1, 2 & 3, compose a personal response to the following:
“What impression do you have after reading this extract of the character/s, the
setting, the theme/s and the style of the novel?”
In your response, describe how the textual features shape this impression.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 11 of 25
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Weeks 3-4: Books are the quietest and most constant of friends; they are the Most
accessible and wisest of counsellors, and the most patient of teachers. Charles W Eliot
(1834-1926)
Con
tent
Learning and teaching activities
Spelling – look, cover and write. Select 15-20 adjectives from
the novel or a dictionary to describe the setting of the novel.
4.1 Close study of the novel: discussion
4.5 Record and then share your responses to the following:
6.7
1. Identify at least two aspects of the novel that reflect the
9.3
context and purpose of the author.
9.4
2. Identify two values that are evident.
9.5
3. What is your personal response to the main character
9.8
and what happens in the novel?
9.10
4. Compare your response to the other students in the
class, and note any similarities and/or differences.
4.2 Close study of the novel: Group work: Assessment Task
4.3 2
4.5 Your group has 4 tasks to complete and present in an
4.6 imaginative and engaging way to the class by the start of
4.11 Week 5.
4.12
6.4 The tasks can be allocated to individual group members or
6.6 pairs or completed by all group members. See the sheet
6.7 provided below to select the tasks.
6.9
9.2 When the group presents the tasks to the class at the start of
9.3 week 5 ensure that:
9.4
a) the presentation is engaging and lively. You could use
a multimedia presentation (such as PowerPoint ) that
9.8
9.9
includes all of the tasks
9.10
b) the group includes questions for the audience that
invite them to consider and question your tasks.
Quality
Teaching
Metalanguage
Background
knowledge
Connectedness
Connectedness
Background
knowledge
Higher-order
thinking
Social support
Inclusivity
Highexpectations
Substantive
communication
You will have 3 lessons to work as a group on the tasks: 2
lessons during Week 3 and 1 lesson in Week 4 prior to the
presentations to collate material and discuss how the tasks
will be presented.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 12 of 25
http://www.curriculumsupport.education.nsw.gov.au
Weeks 3-4: Spelling – Adjectives
Select 15 or 20 words adjectives to describe the novel’s setting. Write them in the first
column and then do a ‘Look, Cover, Write” in the remaining columns.
Word
Look
Cover
Write
Total correct:
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 13 of 25
http://www.curriculumsupport.education.nsw.gov.au
Weeks 3-4: Assessment Task 2: Group tasks
Stage 5 Focus Outcomes to be assessed: 4, 6, 9
A student:
4
selects and uses language forms and features, and structures of texts according
to different purposes, audiences and contexts, and describes and explains their
effects on meaning
6
experiments with different ways of imaginatively and interpretively transforming
experience, information and ideas into language
9
demonstrates understanding of the ways texts reflect personal and public words
Language modes and value: Reading and Writing: 10% Speaking: %
Quality teaching focus: Deep knowledge; Deep understanding:
 how texts are shaped and responded to according to context
 identifying different reading positions shaped by and individual’s context
 how texts can explore universal themes & social reality.
Assessment criteria
Nature of task:
Your group has 4 tasks to complete and present in an imaginative and engaging way to
the class by the end of the unit. Each group will be allocated approximately 25 minutes
for the presentations. The tasks can be allocated to individual group members or
completed by all group members. The group presentations will be peer and teacher
assessed.
The group will be assessed on how well the individual members:
 convey a clear understanding and appreciation of the novel
 appreciate that there are alternative ways to read a text depending on the
individual’s context
 appreciate the author’s context and how it influenced the novel
 appreciate the universal themes of the novel and how these themes reflect on
what is happening in society
 imaginatively transform information and ideas
 select and use language forms and features, and structures of texts according to
different purposes, audiences and contexts, and describes and explains their
effects on meaning
 engage and interest the audience.
These criteria and the outcomes should be taken into consideration when selecting the
four tasks the group will be completing. The group must select 4 tasks from the following
and ensure that they select a variety of tasks:
1. Select an extract from the novel that would interest people in reading the novel, and
record it on tape adding sound effects and appropriate voices. The extract should be
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 14 of 25
http://www.curriculumsupport.education.nsw.gov.au
no more than 5 minutes long. In a 150 word report justify your choice of sounds and
voices, and explain why this extract would invite interest in the novel.
2. Compose a short newspaper article or a brief television news item based on a key
incident in the text. For the print article, you could download images from Google or
stage your own photographs. For the TV news item, film or story board the item. In a
150 word report explain why this incident is considered newsworthy.
3. The author would have researched the subject and/or setting or any other relevant
aspects for the novel. Research an aspect of the novel such as Asperger's Disorder
for The Curious Incident of the Dog in the Night-time or racism in America during the
1950s for To Kill a Mocking Bird; and present this research in a brief, informative
report of one page in length. Include images and graphics if relevant. Discuss in 150
words whether the novel authentically represented what you researched.
4. The local radio station will be broadcasting a 5 minute interview with the author of the
novel you are studying. You can compose the transcript for the interview or actually
record the interview. The interview must include references to the author’s context,
and the novel’s key issues and why they are relevant to today’s society.
5. After the radio interview with the author, the presenter invites listeners to comment
on the novel and present their personal perspective of the novel. The callers should
briefly explain how their context has influenced their response to the novel. You can
compose the transcript for the responses or record the responses. At least 2 of the
callers must have alternative readings of the novel. The segment should be no
longer than 8 minutes.
6. When you visit the Amazon website or any other site that sells and includes reviews
of novels, there are usually several short reviews by different people. Imagine that
you have created a web page for Amazon based on the novel you are studying.
Include all of the details found on these sites such as: title, publisher, cost, IBSN
number, image of the cover, a brief summary of the novel, and at least three short
reviews. The reviews must include how the reviewers’ contexts have shaped their
responses. At least two of the reviewers must present alternative readings of the
novel. You could even include a list of novels that explore similar themes or issues.
Don’t go over two pages and you could actually compose this as a web page.
7. Imagine that one of the minor characters has been invited to present their
perspective of what happened in the novel or of a key incident that occurred in the
novel. Either have a group member address the audience as the minor character or
compose a journal entry as the character. The oral presentation should be 3 minutes
maximum and the journal entry 2 pages maximum.
8. The novel explores one or more key issues that reflect the times the novel was
composed in. Select one of the issues that you consider most relevant for your world
and in a 2 page maximum exposition or in a 3 minute maximum oral presentation,
state what the issue is, how it is raised in the novel, and why it is relevant to your
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 15 of 25
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world. Include quotes and references to key incidents in the novel to support your
argument.
9. Research one of the key issues in the novel and present a report or a poster or a
pamphlet or a 3 minute oral presentation on this issue. Include evidence of research
and any articles you found that are connected to this issue, e.g in 2004, a Ballina
mother killed her son because she could no longer cope with his autism. This is
relevant to the issue of parents coping with children with autism in the novel, The
Curious Incident of the Dog in the Night-time.
10. Imagine that this novel has been shortlisted for a major award such as the Children’s
Book of the Year or the Whitbread Book of the Year. As a member of the judging
panel, you have to present an argument that supports or vetos the novel’s right to
win the major award. You could write an explanation or give an oral presentation of
no more than 3 minutes duration.
11. Select a character and/or a key incident or issue from the novel and compose a
visual representation that includes images and quotes from the novel. You could
create a poster, a diorama, a model, a PowerPoint presentation, etc. Include a 150
word report that explains your choice of images and words.
12. Negotiate with the group and the teacher tasks of your own choice. You do not have
to be limited by the 11 tasks provided above. As long as the task is clearly linked to
the novel, reveals understanding of the novel, and you can present the tasks in the
required time, then you are only limited by your imagination, the available resources
and technology.
Assessing the task:
 Each student will be marked individually by the teacher and the students using
the guidelines provided.
 Group members will complete an evaluation of the contribution of each group
member using the form provided.
 A reflection of learning should be placed in your journal. The reflection will not be
marked until the end of Term 3. This reflection should include:
o what you have learned about, e.g. context, significant issues, language,
etc.
o your learning strengths and weaknesses, if you have learned any new
skills or information and what areas need to improve.
o what you disliked and/or liked about the unit of work, and any
recommendations you would like to make, such as what needs to be
changed.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 16 of 25
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Descriptors
Marking guidelines appropriate to the four tasks


Excellent




High




Satisfactory



Demonstrated




Working
towards
Not
demonstrated




Conveys a sophisticated understanding and appreciation of the
novel, the author’s context and alternative ways to read the text
depending on the individual’s context.
Imaginatively transforms information and ideas in a sophisticated
way.
Demonstrates a sophisticated selection and use of language
forms and features, and structures of texts according to different
purposes, audiences and contexts.
Sustained engagement and interest by the audience.
Conveys a perceptive understanding and appreciation of the
novel, the author’s context and alternative ways to read the text
depending on the individual’s context.
Imaginatively transforms information and ideas in a perceptive
way.
Demonstrates a careful selection and use of language forms and
features, and structures of texts according to different purposes,
audiences and contexts.
Positive engagement and interest by the audience.
Conveys a satisfactory understanding and appreciation of the
novel, the author’s context and alternative ways to read the text
depending on the individual’s context.
Imaginatively transforms information and ideas in a satisfactory
way.
Demonstrates a satisfactory selection and use of language. forms
and features, and structures of texts according to different
purposes, audiences and contexts.
Satisfactory engagement and interest by the audience.
Conveys some understanding and appreciation of the novel, the
author’s context and alternative ways to read the text depending
on the individual’s context.
Demonstrates some attempt to imaginatively transform
information and ideas.
Demonstrates varied control of the selection and use of language
forms and features, and structures of texts.
Some engagement and interest by the audience.
Conveys limited understanding of the novel, the author’s context
and alternative ways to read a text depending on the individual’s
context.
Demonstrates limited attempt to transform information and ideas.
Demonstrates limited control of the selection and use of language
forms and features, and structures of texts.
Limited audience engagement.
Little or no attempt to satisfy the demands of the task.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 17 of 25
http://www.curriculumsupport.education.nsw.gov.au
Assessment marking sheet
Grade code
E: Excellent level of competence
S: Substantial level of competence
H: High level of competence
D: Outcome demonstrated at a satisfactory
level
N: Not applying themselves with diligence and
sustained effort
W: Working towards demonstration of the
outcome
Name of
group
member
Brief
description of
task or task no
Task
completed:
yes/no
presented:
yes/no
Comment on the quality
of task and the
individual’s contribution
to the group
presentation
1.
2.
3.
4.
5.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 18 of 25
http://www.curriculumsupport.education.nsw.gov.au
Grade
Week 5: A good novel tells us the truth about its hero; but a bad novel tells us the truth
about its author. G. K. Chesterton (1874-1936)
Con
Learning and teaching activities
Quality
tent:
teaching
Spelling – look, cover and write. Select 15-20 descriptive verbs Metalanguage
from the novel or a dictionary to describe the actions and
movements of a character in the novel. Complete the following:
1. find at least 5 synonyms for one of the verbs
2. find at least 5 adverbs that could accompany one of the
verbs
3. compose a descriptive paragraph using at least 3 of the
verbs, and then analyse the impact of using these verbs.
Assessment Task 2: Group presentations
The groups will present their tasks this week. Approximately 25
minutes has been allocated to each group for their presentation.
4.2
Assessment Task 3: Personal response
Higher-order
6.9
“When we read novels we encounter interesting characters who thinking
9.3
invite our empathy and understanding.”
9.9
Select a character from your novel, and discuss why you found
this character interesting or uninteresting. In your response,
Background
refer to:
knowledge
 the character’s personality, attitudes, actions and
relationships with others
 what the character experienced in the novel
High key issue/s raised by the character
expectations
 the language features used to represent this character
 what the dialogue used by the character revealed
 your personal response to the character and how it is
influenced by your context.
Ensure that you include textual details such as quotes and
references to the novel.
Additional activities:
You could also include:
 quotes by the author if available about this character
 others’ perspectives of the character.
Length: 750 words approximately.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 19 of 25
http://www.curriculumsupport.education.nsw.gov.au
Week 5: Spelling
Select 15-20 descriptive verbs from the novel or a dictionary to describe the actions
and movements of a character in the novel. Write them in the first column and then do
a ‘Look, Cover, Write” in the remaining columns.
Word
Look
Cover
Write
Total correct:
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 20 of 25
http://www.curriculumsupport.education.nsw.gov.au
Assessment Task 3: Personal response to a character
“When we read novels we encounter interesting characters who invite our empathy and
understanding.”
Select a character from your novel, and discuss why you found this character interesting
or uninteresting.
In your response, refer to:
 the character’s personality, attitudes, actions and relationships with others
 what the character experienced in the novel
 key issue/s raised by the character
 the language features used to represent this character
 what the dialogue used by the character revealed
 your personal response to the character.
Suggested scaffold: (This is just a suggestion and does not have to be used.)
Paragraph 1: Introduce the character and briefly outline why you found this character
interesting or uninteresting, e.g.
“I could not imagine how difficult it would be to cope with a disability like autism
and the loss of my mother; yet Mark Haddon in his novel The Curious Incident of
the Dog in the Night-time sensitively and authentically enabled me to experience
what this would be like through his interesting character Christopher The first
person narrative transported me into Christopher’s world and enabled me to
experience how he perceived the world and the people in it. The humour and the
pathos, and the crime fiction genre ensured that I was thoroughly engaged in this
moving novel and its intriguing character.”
Paragraphs 2-3: Describe the character: appearance, age, personality and your initial
reaction to the character. (Mention the influence of your context.) Refer to the language
features used to represent the character such as: dialogue, first person narrative, stream
of consciousness, imagery, etc. Use quotes from the novel.
Paragraphs 4-5: Describe the character’s relationship with other characters, and your
response to these other characters and their relationship with the character you are
discussing. Refer to language features used to represent these relationships and include
quotes from the novel.
Paragraphs 6-7: Discuss what happens to the character by referring to one or more key
incidents in the novel. Include how you felt about what happened and how the character
acted. (Your context could be referred to here.) Include quotes from the novel.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 21 of 25
http://www.curriculumsupport.education.nsw.gov.au
Paragraphs 8-9: Discuss the key issue/s or theme/s raised by the character and your
personal response to these issues or themes.
Paragraph 10: Conclude by giving your personal response to the character by the end
of the novel. Refer to the influence of your context.
Variations:
 Use a concept to shape your response such as:
“If an author has not created a clever, imaginative novel then the reader
will not find any character interesting.”
 You may argue that the main character was not interesting and did not invite
empathy. Ensure that you are able to support this argument.
Additional activities
If you would like to do additional tasks that challenge your skills, knowledge and
understanding, then you might like to do one or more of the following tasks:

Prepare a list of other texts such as songs, films, television shows, novels, poem
or short stories that thematically link with your set novel and could be of interest
to other students, e.g. To Kill a Mockingbird could be linked with:
o Films: The Green Mile, Remember the Titans, Mississippi Burning
o Songs: Bob Dylan’s “Hurricane”, Archie Roach’s “Took the Children Away”
o Novels: Wild Cat Falling, The Chant of Jimmy Blacksmith
o Poems: Wole Soyinka’s “Telephone Conversation”, Oodjeroo Noonuccal’s
“Son of Mine”.

Read or view one or more texts related to the novel you are studying and write a
review that compares and contrasts the texts.

If a film has been made of the novel, view the film and compose an essay that
examines the similarities and differences between the novel and the film, and
concludes which text was preferable.

Select an extract from the novel and compose your own film script. You could
also create a story board.

Present an argument for why another novel should have been studied rather than
the prescribed text. You should have at least 3 sound arguments to support your
point of view.

Create a visual or multimedia text inspired by the novel you studied. You could
create a new web site dedicated to the novel and its author. This site should
include:
o graphics and images
o hyperlinks to other actual sites that discuss the novel and/or its author
o brief reviews by other class members
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 22 of 25
http://www.curriculumsupport.education.nsw.gov.au
o a suggested list of texts that feature a similar theme or issue
o your favourite extracts from the novel – you could also analyse the use of
language features, form and structure in the extract/s.
An interesting approach to take if you detested the novel would be to create an antinovel site that critically attacks aspects of the novel.
Note:
You can negotiate your own tasks. If you would like to replace one of the individual
assessment tasks or class work with a task of your own choice, then please see your
teacher. The only requirement is that the task satisfies the outcomes being assessed for
this unit and is sufficiently challenging.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 23 of 25
http://www.curriculumsupport.education.nsw.gov.au
Resources
Haddon, M. The Curious Incident of the Dog in the Night-Time
 Amazon.com: Books: The Curious Incident of the Dog in the Night-Time,
http://www.amazon.com/gp/product/1400032717/002-77400888809626?v=glance&n=283155; accessed 4/10/2005

A curious bestseller:
http://www.theage.com.au/articles/2004/02/11/1076388428007.html; accessed
4/10/2005, an extensive review

Interview with Mark Haddon: http://www.powells.com/authors/haddon.html;
accessed 4/10/2005

Scholastic: Writing with Writes – publish your review online:
http://teacher.scholastic.com/writewit/bookrev/publish.htm; accessed 4/10/2005,
an example of a book review and how to edit your work.
Horniman, J. Mahalia
 Activities and information on Horniman:
http://publib.slq.qld.gov.au/cbw/2002/mahalia.htm; accessed 4/10/2005; great
web sites to visit and information on novel and author

Allen & Unwin: Joanne Horniman: http://www.allenunwin.com.au/authors/apHornim.asp; accessed 4/10/2005
Golding, W. Lord of the Flies
 Amazon.com: Books: Lord of the Flies:
http://www.amazon.com/gp/product/0399501487/002-77400888809626?v=glance&n=283155&v=glance; accessed 4/10/2005; reviews, etc.

A Research Guide for Students: http://www.aresearchguide.com/lord.html,
accessed 4/10/2005; great site with activities, notes and student work samples

Lord of the Flies: http://www.gerenser.com/lotf/; accessed 4/10/2005; great site
on all aspects of the novel
Lee, H. To Kill a Mocking Bird
 Amazon.com.Books: To Kill a Mocking Bird;
http://www.amazon.com/gp/product/0446310786/002-77400888809626?v=glance&n=283155&v=glance; accessed 4/10/2005

Classic Notes: About Harper Lee;
http://www.amazon.com/gp/product/0446310786/002-77400888809626?v=glance&n=283155&v=glance; accessed 4/10/2005: context and
detailed notes on novel
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 24 of 25
http://www.curriculumsupport.education.nsw.gov.au

Think Quest: Historical Guide; http://library.thinkquest.org/12111/SG/SG5.html;
accessed 4/10/2005; historical background to novel and comparisons between
Lee’s life and her novel.

To Kill a Mocking Bird: Student Survival Guide;
http://www.lausd.k12.ca.us/Belmont_HS/tkm/index.html; accessed 4/10/2005;
excellent site for explanations about allusions and historical context

To Kill a Mocking Bird novel and film rap:
http://www.schools.nsw.edu.au/schoollibraries/teaching/raps/mockingbird/welcom
e.htm; accessed 4/10/2005; teaching and learning activities and links including
archived student discussion
Marsden, J. Tomorrow When the War Began
 Amazon.com: Books: Tomorrow When the War Began;
http://www.amazon.com/gp/product/044021985X/002-77400888809626?v=glance&n=283155&s=books&v=glance; accessed 4/10/2005

John Marsden: Enough Rope, transcript of Episode 47 screened 21/6/2004;
http://www.abc.net.au/tv/enoughrope/transcripts/s1137536.htm; accessed
4/10/2005

Tomorrow When the War Began; http://www.rsimpson.id.au/books/tomorrow/;
accessed 4/10/2005; notes on the novel.
Sources of extracts
Cunxin, Li (2003): Mao’s Last Dancer, Victoria, Penguin Books
Doughty, L (2003): Fires in the Dark, Sydney, Simon & Schuster (Experiences of the
Romany during the Nazi occupation of Czechoslovakia.)
Evans, A (2004): Walk in My Shoes, Victoria, Penguin Books
(An Afghanistani’s harrowing experiences in a refugee camp in Australia.)
Shah, S (2003): The Storyteller’s Daughter: Return to a Lost Homeland, Victoria,
Penguin Books.
English Stage 5
NSW Department of Education and Training
Curriculum K-12 Directorate
October 2005
Page 25 of 25
http://www.curriculumsupport.education.nsw.gov.au