HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005
English (ESL) Course Stage 6 Year 12
Unit: Module A Telling Stories
(Cinema Paradiso)
TEACHING SEQUENCE
W: Whole class
G: Group work
ATESOL NSW AGQTP funded project
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
1
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005
English (ESL) Course
Stage 6 Year 12
Unit: Module A Telling Stories
This unit of work was developed by Melony Henwood and Julia Ray of Lurnea High School and Emma Vale of DET Campbelltown
Area Office, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a
Quality Teaching framework.
 Commonwealth of Australia 2005
This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the
source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the
Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director,
Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.
Disclaimer
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.
Acknowledgement
This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian
Government Quality Teacher Programme.
W: Whole class
G: Group work
ATESOL NSW AGQTP funded project
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
2
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
Syllabus outcomes and
content
Language to be
taught
Teaching and learning sequence
Resources
Quality Teaching
Elements
Lesson 1: Introduction to Telling Stories
4. Students learn to use
language relevant to their
study of English including:
4.1 its terminology
4.3 language of personal,
social, historical, cultural and
workplace contexts.
Focus on key
introductory terms:
anecdote
humour
climax
complication
unexpected
5. Students learn to
understand how audience
and purpose affect the
language and structure of
texts by:
5.1 identifying the language
features and structures of texts
composed for different
audiences and purposes.
Focus on key terms
from the
prescriptions
document:
modes
perceptions
media
conventions
promote involvement
3. Students learn to
understand cultural
reference in texts by:
3.1 identifying and explaining
cultural differences related to
communication.
3.3 evaluating culturally based
values and perspectives in
texts.
4. Students learn to use the
language relevant to their
study of English including:
4.2 language for making
connections, questioning,
affirming, challenging,
speculating about and
generalising about texts.
W: Whole class
Key concepts: All people tell stories to make sense of
the world and relate to others. Stories are composed in
different ways to achieve different purposes.
Tell students a humorous personal anecdote. (T)
Individual students asked to share own funny story. (I)
Discuss (W)
 When do we use this type of story and with
whom?
 Why do people tell this type of story?
 What are the main narrative features of this type
of story and why?
Language functions
for expressing
opinions, agreeing
and disagreeing and
making connections
between texts.
G: Group work
ATESOL NSW AGQTP funded project
Background
Knowledge
Connectedness
Explain that anecdotes are one form of story. We will be
studying a range of stories and how stories are told this
term. (W)
Read Syllabus Outline for the elective ‘Telling Stories’.
(W)
Lesson 2: Introduction to Telling Stories
Key concepts: All stories conform to certain
conventions. How these conventions are used will vary
according to the purpose, mode, medium and context.
Focus on reinforcing
terminology
associated with
narrative.
Significance
Extract from the
syllabus & prescriptions
booklet. Handout1
Ask students to give different examples of stories in their
lives. Create mindmap on the board focusing on
audiences, modes, media, purposes and contexts for
telling stories. (W)
Students discuss statements about the uses,
conventions and purpose of stories across cultures. (G)
Significance
Background
Knowledge
Statements about
Telling Stories.
Handout 2
Whole class feedback followed by discussion of
contentious statements. Link this discussion back to the
key concepts for the lesson. (W)
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
Intellectual Quality
Substantive
Communication
Problematic
knowledge
Significance
Cultural knowledge
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
3
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
5. Students learn to
understand how audience
and purpose affect the
language and structure of
texts by:
5.1 identifying the language
features and structures of texts
composed for different
audiences and purposes.
Revisit mindmap and add any additional information
about modes, media, purposes and ways of telling
stories that arise from student feedback. (W)
Informal assessment = Students complete Telling
Stories overview table (A)
6. Students learn to
recognise and use language
patterns and structural
features of texts by:
6.1 identifying key words and
phrases of a text.
1. Students learn about the
ways meaning is shaped
through the relationship
between composer,
responder, text an context
by:
1.1 identifying features of
particular texts and describing
their effects on meaning.
3. Students learn to
understand cultural
reference in texts by:
3.3 evaluating culturally based
values and perspectives in
texts.
1. Students learn about the
ways meaning is shaped
through the relationship
between composer,
responder, text an context
by:
1.1 identifying features of
particular texts and describing
their effects on meaning.
Lesson 3: Engaging with the details of text
Key concepts: ‘The Rabbits’ uses the elements of
narrative with an emphasis on particular techniques to
suit the composer’s purpose and the conventions of the
mode.
Key terminology
associated with
narrative:
Plot, setting, themes,
dialogue, setting,
characterization
Visual literacy
terminology:
Vector, colour
symbolism, layout,
image, representation
Skill: prediction
Metalanguage:
Register, syntax,
Aboriginal English,
point of view
G: Group work
Intellectual Quality
Substantive
Communication
Deep knowledge
Metalanguage
Preview the front and back cover of The Rabbits,
discussing the title, blurb, layout, images and colours.
(P)
The Rabbits by Shaun
Tan and John Marsden
(class set)
Students predict the purpose, target audience, content
and mood of the story based on the visuals on the cover
and link back to the core elements of narrative from first
half of lesson. Which elements will be most important in
this story and why? (W)
Focus questions
Key concepts: The Rabbits uses a specific range of
narrative elements to suit the composer’s purpose and
the conventions of the mode.
Students read The Rabbits silently. (I)
Provide focus questions before reading and explain how
students should approach reading the text. (T)
ATESOL NSW AGQTP funded project
Narrative features /
elements. Handout 3
Resource sheet 4
Students classify narrative features under the correct
headings (P).
Lesson 4: Engaging with the details of text
5. Students learn to
understand how audience
W: Whole class
Worksheet classifying activity: The key elements used to
tell stories.
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
 How well do the
pictures relate to
narration?
 Are there any images,
colours or symbols that
you think are
significant?
 Describe the style of
language used in the
text. Is it what you
Intellectual Quality
Metalanguage
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
4
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
and purpose affect the
language and structure of
texts by:
5.1identifying the language
features and structures of texts
composed for different
audiences and purposes.
8. Students learn to adapt a
variety of textual forms
appropriately in all modes
by:
8.1 identifying and describing
a wider variety of language
forms, features and structures
of particular texts in personal,
social, historical, cultural and
workplace contexts.
8.2 Identifying the effects of
the language forms, features
and structures of particular
texts in personal, social,
historical, cultural and
workplace contexts.
3. Students learn to
understand cultural
reference in texts by:
3.3 evaluating culturally based
values and perspectives in
texts.
3.4 showing understanding of
key cultural attitudes, beliefs
and values underlying issues &
language in texts.
Grammar:
personal pronouns as
they arise in relation
to narrative of The
Rabbits.
Read The Rabbits aloud. (W)
Share individual student observations and link
discussion back to the focus questions, highlighting the
way the elements of narrative are used.
Lesson 5: Engaging with the language of the
narrative
Key concepts: That language is used in ‘The Rabbits’ to
position the reader. That elements of Aboriginal English
engage the reader and promote response.
Use of language to
achieve particular
effects:
Pronouns
Simple sentences
repetition, parallelism
syntax
Metalanguage
Terminology of visual
texts.
G: Group work
Deep knowledge
Students choose between:
 study of aspects of Aboriginal English and
identify examples in The Rabbits OR
 close study of verbs and noun groups to
examine how the reader is positioned by the
narrative.
Homework focus question and task:
Why isn’t there any written dialogue between the rabbits
and the wallabies?
Choose ONE opening and write the dialogue that might
occur between these two groups. (Pairs to later perform
these dialogues in class).
Lesson 6 - 7: Engaging with the visual narrative
Deep understanding
Substantive
communication
Key concepts: A range of visual elements including
colour, symbolism, layout and contrast are used to
communicate the composer’s message in ‘The Rabbits’.
That the visuals work through exemplification and
contrast with written text in The Rabbits.
Teacher leads students in identifying the visual
elements used to tell the story. Draw students’ attention
to the way that the visual narrative works with the print
narrative text.
ATESOL NSW AGQTP funded project
Quality Learning
Environment: Social
support
Intellectual Quality:
Metalanguage
Focus questions to engage students with the language
and the written narrative. One teacher to work with
students on each aspect of the text. (G)
9. Students learn about the
ways they can respond to
W: Whole class
Students discuss initial response to the narrative. (P)
would expect from a
picture book?
 What story are the
composers trying to
tell? (historical,
cultural, political,
allegorical signif.?)
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
Visual Elements
Handout 5
Intellectual Quality:
Deep knowledge
Glossary of terms: The
Rabbits Handout 6
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
5
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
texts by:
9.1 analysing in detail texts in
a range of modes and media.
9.2 composing and supporting
a personal response to texts.
9.3composing extended
arguments supported by
textual evidence.
4. Students learn to use the
language relevant to their
study of English including:
4.4 language of critical
expression
Analysis of the cover - complete table focusing on visual
elements. (W)
Grammar: Tense
Communicating ideas
about texts using the
simple present tense
and the gerund.
Quality learning
environment:
Student direction
Intellectual Quality:
Deep understanding
Students choose another 2 openings from “The Rabbits”
and complete a detailed analysis of the visual narrative
and how it relates to the print narrative at this point in
the story. (P)
Homework – cloze passage: Analysis of the cover of
‘The Rabbits’ with a focus on verbs.
Lesson 8 - 9: Engaging with the constructed nature
of text
9. Students learn about the
ways they can respond to
texts by:
9.1 analysing in detail texts in
a range of modes and media.
9.2 composing and supporting
a personal response to texts.
9.3composing extended
arguments supported by
textual evidence.
9.4 evaluating the response of
others.
4. Students learn to use the
language relevant to their
study of English including:
4.4 language of critical
expression
W: Whole class
Key concept: That narratives are constructed to shape
people’s perceptions of others and the world.
Metalanguage
visual texts: surreal,
realistic, dominance
Provide students with questions from the NSW DET
Bookrap that were addressed to Shaun Tan as illustrator
of ‘The Rabbits’.
Using analytical
language with focus
on verb form –
consolidation of
language from
previous lesson.
Students choose 2 / 3 questions per group and attempt
to answer them as Shaun Tan by referring to the text.
(G)
Each group reports back their findings as a ‘hot seat’
activity. Students are encouraged to ask the nominated
group member questions. Hot seat individual must
clarify any questions with reference to the text. (W)
Read actual responses given by Shaun Tan. Highlight
the importance of the interaction of composer,
responder, text and context in the creation of meaning.
Using analystical
language with focus
on verb form –
consolidation of
language from
previous lesson.
G: Group work
ATESOL NSW AGQTP funded project
Questions to Shaun
Tan about The Rabbits
Handout 7
Formative assessment: Students to read and respond
to handout ‘What makes a good story?’ Students
complete paragraph responses analysing how different
elements of narrative have been used in The Rabbits.
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
Selected responses
from Shaun Tan from
NSW DET bookrap on
The Rabbits. Handout 8
Quality Learning
Environment
High expectations
Intellectual Quality
Substantive
communication
Deep understanding
Deep knowledge
Significance
connectedness
Handout 8b
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
6
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
6. Students learn to
recognise and use language
patterns and structural
features of texts by:
6.1 identifying key words and
phrases of a text
6.2 identifying cohesive chains
of words and direction markers
6.4 identifying and using
appropriate syntax.
1. Students learn about the
ways meaning is shaped
through the relationship
between composer,
responder, text an context
by:
1.2 comparing and contrasting
texts and their contexts.
2. Students learn about the
relationships among texts
by:
2.1 comparing and contrasting
the forms and features of
texts.
2.2 describing and explaining
the connections between
texts.
Skills:
Note taking
Listening for main
idea.
Lesson 10: Focus on listening skills
Grammar:
Correct use of tense
and syntax.
Students attempt to recreate text. (P)
Requirements of the
listening exam
Handout 9
Intellectual Quality:
Metalanguage
Quality learning
environment:
Social support
Common conventions
of narrative Handout 10
Intellectual Quality
Metalanguage
Pairs share with whole class. (W)
Text revealed and any missed key information clarified.
Lesson 11: Telling stories in the medium of film
Key concepts: Stories use the codes and conventions of
narrative differently according to the mode and medium of
storytelling.
Key terms:
Mode and medium,
codes and
conventions
Brainstorm the similarities and differences found in film
compared with picture books, anecdotes and other
forms of storytelling. What impact do the similarities and
differences in the mode and medium have on the way
the story is told?(W)
Silently read the narrative conventions related to print
stories. (I)
Skill:
Skimming for main
ideas.
14. A student reflects on
own processes of learning,
especially on the effects of
their expanding knowledge
and skills in English.
14.1 articulating and
monitoring their own learning
in English and of English.
W: Whole class
Dictagloss on requirements of the listening exam.
Students take notes. (I)
Students read Cinematic conventions, highlighting the
key idea in each section. (I)
Intellectual Quality
Deep knowledge
Discuss key ideas from the handout and relate to
students’ observations of cinematic convention in their
favourite films. (W)
Significance
Connectedness
Lesson 12: Assessment task notice.
Discuss expectations and marking criteria for
achievement. (T)
G: Group work
ATESOL NSW AGQTP funded project
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
Assessment task notice
Quality learning
environment:
Explicit quality criteria
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
7
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
Lesson 13: Introduction to the set text
Key concept: That meaning is influenced by the cultural
and historical context in which texts are set and
composed.
2. Students learn about the
relationships among texts
by:
2.3 describing and explaining
the ways in which texts are
influenced by other texts and
contexts.
Dictagloss on the social and historical context of the
setting for Cinema Paradiso. (I) (P) (W)
Listening for main
idea.
Students reconstruct the text, first individually, then in
pairs, then present their reconstructed text to the whole
class.
Correct use of tense
and syntax.
7. Students learn about the
ways technology affects
meaning by:
7.1 analysing texts produced
by a range of technologies.
Skill:
How to read subtitles
7. Students learn about the
ways technology affects
meaning by:
7.1 analysing texts produced
by a range of technologies.
4. Students learn to use
language relevant to their
study of English including:
4.1 its terminology
7. Students learn about the
ways technology affects
meaning by:
7.1 analysing texts produced
by a range of technologies.
7.2 describing and explaining
the effects of technological
forms and conventions in
personal, social, historical,
cultural and workplace
contexts.
W: Whole class
Cinema Paradiso –
Background information
Handout 11
Listening skills
Note taking
Key terms:
flashback, musical
score, acting
performance, casting
Terminology of film.
Metalanguage
Using the terminology
of film.
G: Group work
ATESOL NSW AGQTP funded project
Completion of focus questions. (I)
Lesson 14, 15 & 16: Viewing Cinema Paradiso
Prior to viewing, students complete a brief print survey
of their current knowledge of film techniques. (I)
Focus on plot and personal responses during viewing.
(W)
Quality Learning
Environment
Background
knowledge
Social support
Significance
Inclusivity
Film Cinema Paradiso
Lesson 17: Personal response to the film
Key concept: That films engage us and promote our
involvement in a range of ways that differ from stories in
other modes and mediums.
Significance
Group discussion focusing on plot, characters and
students personal responses.(G)
Intellectual Quality
Metalanguage
Deep knowledge
Revision of filmic devices based on student survey
responses.(W)
Lessons 18-19: Close study of the film
Key concept: That films are constructed to promote
viewer involvement and response.
Watch film, focusing on key scenes. (W) + (G)
Key scenes:
 opening scene,
 bicycle scene and milk money scene,
 the fire scene in the square,
 courting scene,
 funeral scene and
 kissing scenes at end.
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
Background
knowledge
Camera shots and
angles, lighting etc.
Film Cinema Paradiso
Resource sheet 12
Intellectual Quality
Deep understanding
Metalanguage
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
8
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
4. Students learn to use the
language relevant to their
study of English including:
4.1 its terminology
4.2 language for making
connections, questioning,
affirming, challenging,
speculating about and
generalising about texts.
4.4 language of critical
expression.
9. Students learn about the
ways they can respond to
texts by:
9.2 composing and supporting
a personal response to texts.
9.3composing extended
arguments supported by
textual evidence.
9. Students learn about the
ways they can respond to
texts by:
9.2 composing and supporting
a personal response to texts.
9.3composing extended
arguments supported by
textual evidence.
4. Students learn to use the
language relevant to their
study of English including:
4.1 its terminology
4.2 language for making
connections, questioning,
affirming, challenging,
speculating about and
generalising about texts.
4.4 language of critical
expression.
W: Whole class
Narrative elements to focus on include; soundtrack,
camera angles and shot type, the use of humour,
symbolism, editing, and acting performances.
Lessons 20–22:Writing analysis of selected scenes
Paragraphing
Topic sentences.
Using evidence.
Tense.
Key concept: That effective analysis of texts requires the
analysis of the effects of textual devices and the
provision of detailed and appropriate textual evidence.
Intellectual Quality
Deep understanding
Metalanguage
Joint construction of a paragraph analysing one of the
focus scenes. (W)
Quality learning
environment:
Social support
Students write analysis on another scene. (P)
Write analysis of additional scene. (I)
Lesson 23: Assessment task
Intellectual Quality:
Metalanguage
Deep understanding
View and write an analysis of ONE scene from Cinema
Paradiso. (I)
Quality Learning
Environment:
High Expectations
Lesson 24: Feedback
Language of marking
guidelines
G: Group work
ATESOL NSW AGQTP funded project
Feedback on half yearly exam extended responses. (T)
(I) + (W)
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
Student responses and
completed feedback
sheets
Intellectual Quality
Substantive
communication
Quality Learning
environment
Explicit Quality
Criteria
High Expectations
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
9
HSC ENGLISH ESL
MODULE A: Experience through Language, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso Related text for class study: The Rabbits
4. Students learn to use the
language relevant to their
study of English including:
4.1 its terminology
4.2 language for making
connections, questioning,
affirming, challenging,
speculating about and
generalising about texts.
4.4 language of critical
expression.
9. Students learn about the
ways they can respond to
texts by:
9.2 composing and supporting
a personal response to texts.
9.3composing extended
arguments supported by
textual evidence.
13. A student reflects on
own processes of
responding and composing.
13.4assessing and engaging
with the strengths and
weaknesses of their personal
style.
A student reflects on own
processes of learning,
especially on the effects of
their expanding knowledge
and skills in English.
W: Whole class
Lesson 25, 26 & 27: Follow up to half yearly exams
Paragraphing
Using textual
evidence.
Intellectual Quality
How to improve their extended responses. (T)
Deep understanding
Improving their writing at the paragraph level. (I)
Writing another extended response under exam
conditions – further practice. (I)
Lesson 28: Feedback on term.
Reflection on
personal strengths
and weaknesses in
writing.
G: Group work
ATESOL NSW AGQTP funded project
Discussion and evaluation.
Teachers explain holiday homework.
P: Work in pairs
I: Individual work
Stage 6 English unit – HSC Module A Telling Storiew
Holiday homework:
Read The China Coin
up to chapter 5
Intellectual Quality
Substantive
communication
T: Teacher led
Emma Vale, Melony Henwood, Julia Ray
10
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource sheet 1
Elective 1: Telling Stories
In their responding and composing, students explore the various ways
narrative is used to engage audience interest in a range of modes, media
and situations. They examine one prescribed text in addition to other examples
of narrative in their lives to explore the uses and conventions of narrative
and the ways in which elements of narration promote involvement. They
also consider how narrative shapes our perceptions of others and the
world.
From: English stage 6 prescriptions: Area of Study, Electives and Texts p.27
Elective 1: Telling Stories
Students explore:
 the various ways narration is used to engage audience interest in a
range of modes, media and situations.
 the uses and conventions of narrative and the ways in which elements
of narration promote involvement.
 how narrative shapes our perceptions of others and the world.
Abridged from: English Stage 6 prescriptions: Area of Study, Electives and
Texts p.27
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 2
Telling Stories
Student discussion
Instructions: Read the following statements about stories and decide:
 Which statements you agree with. Mark them with an A.
 Which statements you disagree with. Mark them with a D.
 Which statements you are not sure about. Mark them with a U.
One group member should be ready to justify the group decisions to the whole class.
A. All stories must have a beginning,
middle and end.
J. Different cultures like different types of
stories.
B. Stories are important in all cultures.
K. Different cultures tell stories in different
ways.
C. Stories should be shared and passed
down to the next generation by families
and by cultures.
D. Oral stories do not last the way written
stories do.
E. Stories are never the truth or a true
picture of what happened.
L. Film is the most powerful medium in
which to tell a story.
M. All stories serve the same purposes.
N. Different stories are successful for
different reasons.
F. Most people can tell a good story.
G. The most important aspect of a good
story is the plot – i.e what happened
and in what order it happened.
H. A television advertisement can tell a
story.
I.
Stories can be told without words.
ATESOL NSW AGQTP funded project
This worksheet was developed from a worksheet in Telling
Stories published in Australia by Chalkface Press
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 3
Narrative Features / elements
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 4
What Makes A Good Story?
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 5
Visual Elements
Visual element
Effect and meaning
Colour
Choice of images
Vectors
Positioning / layout
Symbols
Text / and title
Other ?
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 6
Glossary of Terms: THE RABBITS
bewildering
coincidence
dominance
doom
emphasised
episodes
fragmentation
illuminated
impending
Impinges on
incorporates
juxtaposition
looms
monochrome
mystified
ominous
peering
philosophical
portrayed
resemble
significance
subconsciously
symbol
(adj. symbolic)
wariness
ATESOL NSW AGQTP funded project
puzzling
two or more events happening, apparently
by accident, at the same time
control, power
ruin, death, terrible fate
stressed, made important
a number of connected scenes or stories
broken up into pieces, detached
lit, bright with light
threatening
has an affect on
includes as part of a whole
close placement, side by side
rises in vision with the appearance of great
size
different shades of a single colour
bewildered, puzzled, confused
threatening, evil
looking at carefully, as if trying to see
clearly
thoughtful, viewing sensibly, rationally
shown, represented
to be similar, alike
importance, special meaning
through a mental process of which the
person is not consciously aware
something that represents something else,
as in a symbol
caution, care, suspicion
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 7
Questions to Shaun Tan about the picture book The Rabbits
1.
Is there a meaning behind the shape of the rabbits? What is the meaning?
2.
On the last page are the rabbits and the ‘possum’ united or is there a different
meaning?
3.
Why are the houses so high off the ground?
4.
Why are there numbers on everything?
5.
Why do the rabbits wear wheels on their feet?
6.
What is the meaning or significance of the little puddles of water that the rabbits
are peering into throughout the book?
7.
The symbol above the heading on the cover, does it have a significant meaning
and why have you used it throughout the book?
8.
Why is your art so Surreal and not Realistic?
9.
Why, on the page, “Rabbits, rabbits, rabbits” is the sky being sucked into the
statue?
10.
What is the significance of the clocks and arrows? Does this symbolise the
rabbits’ need for order and dominance?
11.
On the page, “They didn’t live in trees…” why are the buildings made out of
puzzle pieces? Is this symbolic?
In the following groups, attempt to answer all of the above questions as though you
are Shaun Tan.
Group
Students
Questions
1
1&2
2
3, 4 & 11
3
5&6
4
7&8
5
9 & 10
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 8
Questions to Shaun Tan about the picture book The Rabbits and Answers
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 9
Requirement of the listening exam
Year 12 English (ESL)
DICTAGLOSS
Listening
Listening for a purpose is an important skill that requires practice to
develop at a high level. The HSC exam requires you to listen for a specific
purpose. You need to be a focused listener. This will enable you to maximize
your understanding.
It is also important that you are a critical listener, to enable you to interpret
the social purpose of the spoken text. The ability to discuss the text with others
will enable you to clarify your interpretation of the meaning. When you listen to
the HSC exam tape you need to focus on the following elements:
- The main idea supporting the detail – the message that is being
communicated;
- Pitch – the voice’s range in sound;
- Tone – clues to a speaker’s emotional state;
- Register – determined by social purpose eg, formal/informal;
- Pace – speed;
- Sound – to create mood and atmosphere, eg. sound effects;
- Interactions – interaction between two or more people eg. interview;
- Purpose – the intention of the speaker, eg. to inform, or promote.
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 10
Common conventions of narrative
From Senior English Now p.26 - 30
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 11
Cinema Paradiso – Background Information
Year 12 English (ESL)
DICTAGLOSS
Name _________________________ Class__________________
FOCUS QUESTIONS:
1. What challenges would the villagers of Giancaldo in the film “Cinema Paradiso” have faced
in the 1950s?
2. What options for a successful life were open to the villagers at this time?
Sicily is an island that lies off the coast of Italy. It is the largest island in the
Mediterranean Sea. Sicily is almost entirely covered by hills and mountains and it has long
been noted for its fertile soil, pleasant climate, and natural beauty.
Agriculture is the chief economic activity in Sicily but it has long been hampered by
primitive methods of cultivation and inadequate irrigation. Sicily has a long, hot growing
season and summer droughts are frequent. The chief agricultural products of the island are
wheat, barley, corn, olives, citrus fruit, almonds, wine grapes, and cotton. Also, cattle, mules,
donkeys and sheep are raised.
Sicily’s major exports are minerals and fish. The island’s population centres around the
coastal fishing towns and, historically, its people are generally very poor.
The film Cinema Paradiso is set between the end of World War II and the late 1950s.
At this time the villagers in Sicily could achieve some success through improved education.
Other possibilities of success, such as the images of wealth presented in the cinema, involved
leaving the island.
Homework
Due____________
Highlight the following in the above passage:
1. Nouns
2. Verbs
3. Adjectives
4. Adverbs
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
th
Homework Due: Tuesday 14 March 2005
Resource Sheet 12
Name ____________________
Cinema Paradiso – Glossary of Terms
Use the words from the word bank to match the terms to the definitions. Write the terms beside the
definitions.
TERM
Charlie Chaplin
Spencer Tracey
ATESOL NSW AGQTP funded project
DEFINITION
The husband of an unfaithful wife.
pig
All of the actors in the movie are movie stars, they are great
actors.
Meeting of an organisation that works to maintain opposition
to something (eg. enemy occupation, political group).
Unable to read or write.
Russian leader.
An unprincipled, dishonourable person.
A handle.
Movie theatre.
Laws that determine the conditions in which children may
work eg. age.
Done with authorisation.
A person who lives in the country and is engaged, usually, in
agricultural labour.
A place of extreme delight.
Full of fury, violent passion.
It will lead to my downfall, loss.
I will hit you with my cane.
Deep emotion.
Determine what is happening.
Afflicting with great suffering, deep pain.
Something regarded as possessing sacred character.
I understand.
Hell
A machine used for throwing an image onto a screen.
One who operates a cinema projector.
A person who is unadventurous, opposed to new ideas.
A form of gambling, like Lotto.
Covered in head lice.
A person who does office work, eg. Clerk, politician.
He is not good looking.
To seek another’s love.
Famous American actor, appeared in silent films, usually
comedy.
Famous American actor.
To be exposed to an embarrassing situation.
The position of a viewed object, or the adjustment of an
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
John Wayne
Marlon Brando
Sophia Loren
Lana Turner
Gary Cooper
James Stewart
Henry Fonda
ATESOL NSW AGQTP funded project
optical device, necessary to produce a clear image.
To treat severely.
Famous American actor, usually western films.
Famous American actor.
A fool.
To move slightly.
Famous Italian actress, also famous in American films.
Famous American actress.
To free from an obligation or liability, release from, not
subject to.
An associate, work mate.
Dark, depressing.
Dismissed from serving in the army.
The course of life is broken, it is not connected, past to
present.
Famous American actor.
Famous American actor.
Famous American actor.
The world is what you make of it; use it to your advantage.
Don’t live on memories, don’t let them take over your life or
slow you down.
The room containing the equipment for the projection of
films.
This is a reference to a play by William Shakespeare of the
same name. It is funny because Toto says his life is “much ado
about nothing” meaning that he does nothing much and he has
used the name of Shakespeare’s play to say this.
Don’t worry or think about a subject for a long period of time.
Here there are only memories of the past.
I looked and/or travelled around, made a series of visits.
A member of a council, eg. local government group.
Miserably inadequate, inviting scorn or pity.
Obviously false or foolish.
Argued
After the feeling of love has worn off there is nothing, nothing
useful.
To be disloyal, to reveal.
Illnesses
A narrative about a whale.
There are only the memories of the past; Toto and Elena do
not have a future together.
A blank strip at the beginning of a reel of film.
The transporting, marketing merchandising and selling of a
product, eg, movies.
A meeting of a famous person with the press, usually to make
an important announcement or answer questions.
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Word Bank
“figure it out”
“here there are only ghosts”
“I did the rounds”
“I see the light”
“I’ll be ruined”
“I’ll give you a taste of my cane”
“Moby Dick”
“out of the fire of love comes ashes”
“the depth of his feeling”
“there is no future, only the past”
“tormenting my soul”
absurd
ailments
betray
budge
cretin
distribution
eternal fire
furious
leader
local councillor
louse factory
pathetic
Pools
press conference
projectionist
projector
quarrelled
sacrament
stick - in - the - mud
ATESOL NSW AGQTP funded project
pencil pusher
“The world is your oyster”
“Don’t give into nostalgia”
exempt
officially
peasant
illiterate
swine
paradise
Stalin
“he’s no oil painting”
“Don’t dwell on it”
resistance rally
star – studded cast
“the thread is broken”
crucified
crank
colleague
child labour laws
scoundrel
projection booth
focus
“Much ado about nothing”
“egg on your face”
cinema
discharged
gloomy
cuckold
courting
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Resource Sheet 13
Term 1, 2005
Module A, Elective 1: Telling Stories
Prescribed text: Cinema Paradiso
ENGLISH ESL HSC Assessment Task 2
DATE GIVEN: Friday week 7
DATE DUE:
Part 1 – Tuesday
week 10
Part 2 –Thursday
week 10
WEIGHTING: 20 %
Listening: 10%
Viewing and representing: 5%
Writing: 5%
OUTCOMES TO BE ASSESSED:
1. A student demonstrates understanding of how relationships between composer, responder,
text and context shape meaning.
2. A student describes and explains different relationships among texts.
3. A student demonstrates understanding of cultural reference in texts.
6. A student interprets texts using key language patterns and structural features.
7. A student analyses the effect of technology on meaning.
TASK DESCRIPTION
NOTE: Students must complete part one and part two of their assessment task on the date due or they
will receive a zero for the incomplete component and an unsatisfactory progress letter home.
PART ONE
You will be required to listen to ONE Australian short story and analyse its features.
The story and task will be similar to work we have previously studied in class. You will
be given a tape of three stories to take home to prepare. The listening task will be
chosen from these three texts.
On the day of part one of the assessment you will listen to a story TWO TIMES. You
will then answer a series of questions about the story. This could include questions
about the purpose, audience and context, as well as questions about the language
features and HOW the story has been composed to make it interesting and engaging
to the audience.
PART TWO
You will analyse ONE scene from the film Cinema Paradiso. You will be told which
scene so that you can borrow a copy of the video and view the scene again at home.
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
You will watch the scene from Cinema Paradiso TWO TIMES in class on the
assessment day. You will then write a response to questions about the ways the
director has tried to promote audience involvement in and enjoyment of the story.
The questions could include:
o What film techniques have been used to tell this part of the story in an effective
and engaging way?
o What atmosphere and mood is created in this scene? How is it created? How is
it important to the story as a whole?
o How does the director promote our involvement in Cinema Paradiso? How is
this scene typical of the techniques Guiseppe Tornatore uses throughout the
film?
o How is the relationship of Toto and Alfredo revealed and developed in this
scene?
o Compare TWO devices or techniques used by Guiseppe Tornatore to engage
the audience in the story of ‘Cinema Paradiso’ with TWO devices used in
EITHER:
- the oral Australian short story studied in class OR
– the picture book “The Rabbits”
MARKING CRITERIA
PART ONE
You will be marked on how well you:
o Listen with understanding. This includes how well you can predict the meaning
of new and unfamiliar words used in context and how well you interpret nonliteral language and cultural reference in texts.
o Identify specific structural and language features of the short story and describe
their effect.
o Understand cultural references in the story and discuss the effects of these
cultural references on the meaning and on our enjoyment.
o Respond to the text in detail in language that is clear and appropriate.
PART TWO
You will be marked on how well you:
o Listen and view with critical understanding.
o Understand the elements of narrative and how they are used in a variety of
media.
o Identify specific structural features, visual features and filmic techniques used in
the scene of ‘Cinema Paradiso’ and describe their effect on an audience.
o Make connections between the forms and features of ‘Cinema Paradiso’ and
one other story and describe and explain the similarities and differences
between them.
o Respond to the text in detail in language that is clear and appropriate.
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Homework Sheet A
Example of story
Purpose
To persuade
Types of stories
Audience
Context
Advertisements
Individual
Comics
Social
Jokes
Personal / Social
(eg. at a party)
Anecdotes
To entertain
Film
Young Children
Picture Books
Short Stories
To entertain
Novels
Theatre goers
Stage Plays
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
Homework Sheet C
Cloze Passage: Analysis of the cover of ‘The Rabbits’ with a focus on verbs.
from NSW DET Bookrap on ‘The Rabbits’.
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray
YEAR 12 ESL ENGLISH
MODULE A: EXPERIENCE THROUGH LANGUAGE
ELECTIVE 1: TELLING STORIES
ATESOL NSW AGQTP funded project
Stage 6 English unit – HSC Module A Telling Stories
Emma Vale, Melony Henwood, Julia Ray