HSC 2004-7 English
Standard course
Module C: Texts and Society
Elective 3: Into the World
Focus text: The Simple Gift
This material was prepared by Matthew Knowles, English Head Teacher at Gilgandra High School
Unit overview
Approximate time: 5 weeks
Aims:
Module C: Texts and Society
This module requires students to explore and analyse texts used in a specific situation. It assists students’ understanding of the ways that
texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of society.
Electives in this module are designed around a specific social context and the texts that are characteristic of and valued within it.
Prescribed texts will be drawn from a variety of professional and social contexts. Students are also required to supplement this study with
texts of their own choosing related to the module.
Students explore the role of textual features in the shaping of meaning in specific contexts. They develop the communication skills
necessary for a wide variety of personal, social, historical, cultural and workplace contexts. Composition focuses on analysing and
experimenting with textual forms characteristic of the specific contexts. These compositions may be realised in a variety of forms and
media.
Elective 3: Into the World
In this elective students will explore a variety of texts that deal with aspects of growing up and transitions into new phases of an
individual’s life. People encounter different ways by which they enter new stages of experience that bring about growth and change.
Students will respond to and compose a range of texts that demonstrate different pathways into new experiences. They will examine the
features of texts that show the knowledge, attitudes and beliefs relating to individuals who have ventured into new worlds and
experiences.
Poetry
Herrick, Steven, The Simple Gift, University of Queensland Press, 2000, ISBN 0702231339
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
Page 1 of 20
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HSC Standard Outcomes focus
1
A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.
2
A student demonstrates understanding of the relationships among texts.
3
A student develops language relevant to the study of English.
4
A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and
influence responses.
5
A student analyses the effect of technology and medium on meaning.
6
A student engages with the details of text in order to respond critically and personally.
7
A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a
variety of purposes, audiences and contexts.
8
A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.
11
A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.
12
A student reflects on own processes of responding and composing.
13
A student reflects on own processes of learning.
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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HSC
Outcome
Activities
1.
12
Assessmen
t
The Simple
Gift Herrick,
S., UQP
Reading log
The structure of the course and the nature of the module is outlined to
the students. Students look closely at the Module description. They
identify the
 purpose of the unit
 key areas of enquiry
 student requirements.
Part 1 The Simple Gift
2. Reading of The Simple Gift by Steven Herrick and the completion of a
reading log on the text.
3.
Narrative structure is explained. The distinction between plot and sub plot
is explained. Key events in each plot line are identified. Students
complete a plot diagram of the verse novel.
4.
Key transitions are identified in the verse novel. The students answer the
following questions.
 Who changes?
 Why do they change?
 Where is their change represented in the text?
 How is language used to represent this transition?
1, 3, 4, 5,
7, 8,
Resources
Character
Transition
Location
Billy
Leaves home
p2-8
Recognises not all adults are cruel
p12-17
Develops sense of self identity
Cares for Old Bill
p57, p74, p78, p80
p84-85, p104, p109
Falls in love
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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Registr
ation
HSC
Outcome
Activities
Resources
p66, p82, p70, p127, p134,
Confronts fear of losing Caitlin
p157
Settles down
Old Bill
Caitlin
Old Bill connects with Billy
p172, p188, p199, p201,
p72, p76, p109, p111
Expresses grief
p98, p99
Gets dry
p136, p140
Moves into life
Realises the hollowness of her
existence
p152, p184
p88, p107, p108
Falling in love
p87, p94, p106, p131, p135
Confronts parents
p190.
3) Investigation of the elements of style used in the text.
Stylistic
technique
Examples
Page reference
Effect
Recurrent
Symbols /Images
Gifts
p17, p60, p125
The need to connect and
show compassion –
build friendship
Birds
p150, p172, p173
Freedom, new life
Caitlin
p114-120
Old Bill
p159-164
Caitlin challenges her
perspectives & changes
Old Bill transforms
himself in a time of need
Warmth/ Coldness
Poem Cycles
1, 2, 3
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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Assessmen
t
Registr
ation
HSC
Outcome
Activities
Monologue
Resources
External
p12 Ernie
p25 Irene
p157 Welfare
Reveals character
Internal
Throughout
Deeper character
development
Metaphor
Making love
Closing in
p127
p143
Multiple narrators
Billy
Caitlin
Old Bill
Throughout
Submerged in love
Billy’s freedom is
challenged
We see a number of
journeys into the world.
The importance of
connection and
relationships
4) Students identify and develop a visual representation of the themes of the
text and what the themes mean.
(Love, Relationships, Courage, Compassion, Generosity, Grief, Prejudice,
Identity). Each of these themes is located in a specific poem/s.
Love/Friendship/
Relationships
Hunger p40
Caitlin p44
Making Love p127
Heaven p135
Courage
NSW Department of Education and Training
Curriculum K-12 Directorate
Tremor p175
Grateful p90
Kiss the Dog p3
Too early p55
The afternoon off p116
Peace p152
Old Bill’s long walk p145
Caitlin realises that there is
something missing
The difference between fantasy
and reality
Extended metaphor of being
submerged. Link to tone of p57.
Metaphor for a loving
relationship
Bill’s platonic love
Petra’s experience of sex
Bill leaving
Bill’s first encounter with Old Bill
Caitlin goes to Billy
Old Bill faces his fears
April 2005
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Assessmen
t
Registr
ation
HSC
Outcome
Activities
Compassion
Resources
Saturday Dinner p190
Keep Warm p12
The Librarian p25
1, 6, 8
Generosity
Need p85
Simple gift p125
Grief
Billy p165
Old Bill’s fall p96
Prejudice
Old Bill and the ghosts
p104
Caitlin Mopping p34
Identity
Too Rich p36
Bendarat River p57
My hands p78
In the sunshine p118
A man p120
Old and young p163
Caitlin faces her parents
Ernie the guard – a good study
in character
Irene– a good study in
character
A statement of compassion
Old Bill sees the need to
reconnect through a gift
Jessie’s death and Bill’s
response
Billy observation of Old Bill’s
grief
Caitlin learns to see people
differently. See also the poetry
cycle below.
Caitlin’s view of her family and
self.
Billy washes away his past
Billy’s hands support his new
life
Billy’s comment about the
honour of poverty
Caitlin sees the difference
between her and Billy. She
develops a reflective sense of
self
Old Bill regains his identity in
action.
Part 2: Analysis of other texts dealing with the topic of growing up and
transitions.
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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Assessmen
t
Registr
ation
HSC
Outcome
1, 2, 3, 4,
5, 6, 7, 8
Activities
Resources
Assessmen
t
Web sites:
 Employment Services
 ACTU Worksite for Schools
Link sites to the topic of work transition in the novel
Analytical tasks
Identify purpose of the
site
Identify navigational
features
Identify aesthetic
features
Identify language based
textual structures and
features
Compare site design
and features for target
audience and purpose
Employment Services
Information about the
services offered by the
department.
Hyperlinks
Site map
Scrolling
Banner
Consistent visual
themes
Font size
Transition to Work Page
http://workplace.gov.au/
Workplace/ESDisplay/0,
1282,a0%253D0%2526
a1%253D537%2526a2
%253D541,00.html
Sub headings, bullet
points, text summary to
allow instant access to
info, complex language
Complex site design for
complex issues. Links
work to navigate to
specific information.
ACTU Worksite for schools
Information and Educational site
about unions, union membership
and jobs.
Frames
Hyperlinks
Scrolling
Cartoons
Banner
Visual Themes
Variety of fonts and sizes
Variety of colours
Pictures
Actor/Performer Job Profile
Page
http://www.worksite.actu.asn.au/
showall.php3?secid=4&page=art
icle&artid=81
Sub headings, text summary to
allow instant access to info,
simple language
Cartoons and colours suggest
the target audience. Aesthetic
features work to attract young
audience. Competitions and quiz
suggest young audience.
Song:
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
Page 7 of 20
http://www.curriculumsupport.education.nsw.gov.au
Employmen
t Services
<http://workp
lace.gov.au/
Workplace/E
SHome/0,12
79,a0%253D
0%2526a1%
253D537%2
526a2%253
D537,00.htm
l>
The
Department
of
Employment
wishes to
develop a
site for
schools.
They have
asked you to
put in a
design plan
outlining the
ACTU
types of
Worksite for features they
Schools
should use.
<http://www. Write your
worksite.actu submission.
.asn.au/>
Registr
ation
HSC
Outcome
Activities

Assessmen
t
Lyrics from
‘I Wanna
Marry You’
and ‘The
River’ by
Bruce
Springsteen
Students
write an
imaginative
monologue
from Mary’s
point of view.
‘I Wanna Marry You’ and ‘The River’
Link songs to issues of love and identity.
‘I Wanna Marry You’ Idealised view of
love and marriage
Lyrical Content – reference to fathers
warning in the lyric
The stately/ romantic musical backing
establishes a lush tone
1, 2, 3, 4,
5, 6, 7, 8,
11
Resources
Choral harmonies
‘The River’
View of love gone
wrong
1950’s romanticism
Lyrical content – repetition of “no”,
symbol of the river that runs through the
text, importance of the lyric in the bridge
Stark and simple instrumentation sets an
isolated and desperate tone.
Beat in the bridge like the heartbeat
aroused by memories
Cracking of voice in the bridge
Film:
 Stand By Me
Link film to the issues of courage, friendship and death. Student view the film in total
and then closely examine two key scenes.
1, 2, 3, 4,
Transcript:
 The World Today - Study finds leaving school early is not detrimental
to job prospects
Episode 4 Growing Up: Breaking Up (Extract) Broadcast 6.30pm on
6/3/2002, presented by Jill Singer.
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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The World
Registr
ation
HSC
Outcome
5, 6,
1, 2, 3, 4,
5, 6, 7, 8
Activities
Resources
Link the transcripts to the issues of love and work.
Identify purpose of
transcripts
To report on the
beliefs around the
school to work
transition.
To explore experiences of breaking up
Identify program
type
News program
Lifestyle program
Identify textual
features and
structures
Experts
Experts
Vox pops
Interviews with a range of people
Formal language
Anchor throws to report in a less formal
way.
Formally structured
anchor and reporter
role.
Spoken language
grammatical
structures
Reporter to direct interviews via
questioning and framing of comments by
interviewees
Colloquial language from those that
have experienced heart break
Spoken language grammatical features.
Short Story:
Eight Plus One:
 ‘My First Negro’
Link text to issues of self awareness, friendship and courage.
Recount
Reflective tone
Short prose passages:
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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Assessmen
t
Today –
Students
respond to
This is the
the following
print version question:
of story
What are the
http://www.a advantages
bc.net.au/wo of employing
rldtoday/cont the textual
ent/2003/s90 structure of
6864.html
transcripts in
conveying
The World
the
Today composer’s
Monday, 21
ideas?
July , 2003
12:44:39
Reporter:
James
Panichi
Registr
ation
HSC
Outcome
1, 2, 3, 4,
5, 6,
1, 2, 3, 4,
5, 6, 7, 8,
11
Activities



Resources
‘A Time for Telling’
‘Prego’
‘Girl’ extract from The Female Eunuch
Link passages in the following ways:
A time for telling
Grief and Self
Awareness
Recount
Prego
Fatherhood
Recount
School Dance
Transition from
childhood
Description
Girl (Extract)
Identity
Persuasive
Exposition about
the difficulty for
girls to find their
own identity in a
patriarchal world.
Repeated question
Structure
Direct address
Juxtaposition of tone
Exaggeration
Direct address
Rhetorical question
Structural juxtaposition
Repetition
Verb choice
Generalisation High
modality
Structural juxtaposition
Formal Language
Text boxes to support
argument
Imperative and
confrontational tone
Leunig cartoon:
 ‘The First Day at School’
Link cartoon to the issue of growing up (a vision of life that lacks compassion and
generosity)
Analysis of the features of the
Narrative structure
cartoon that communicate
Symbolism of teddy bear as innocence
meaning
Facial expressions
Size of bully
Tears as symbol of grief
Black open window as symbol of existential
darkness
Elliptical editing linking this incident to the miserable
existence of adults
The symbolic road of teddy bears
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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Assessmen
t
‘A Time for
Telling’
Students use
one of these
texts as the
‘Prego’ by S. basis of a
Kelly
piece of
<http://www. prose writing
abc.net.au/rn focusing on
/talks/lm/stori the same
es/s668218. issue.
htm>
‘School
Dance’
‘Girl’ extract
from The
Female
Eunuch by
Greer, G,
p89-92
Leunig, M.,
‘The First
Day of
School’, in
The Bedtime
Students
write a
comparative
Registr
ation
HSC
Outcome
Activities
Resources
City a symbol of drudgery
People hunched and uncommunicative as they go to
work.
1, 2, 3, 4,
5, 6, 7, 8
Unit Reflection Statement
12, 13
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Curriculum K-12 Directorate
April 2005
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Assessmen Registr
t
ation
Leunig, 1991 reflection
upon the
representatio
n of the
themes of
compassion
and
generosity in
this and The
Simple Gift
Reflection
statement
Gilgandra High School
HSC English Standard course
Module C: Texts and Society
Elective 3: Into the World
Assessment
Task: Listening task
You will hear three aural texts dealing with the idea of growing up. For each of the
texts you will respond to the questions on the question sheet.
Section 1: Mum’s the Word: 2 extracts
Section 2: Bruce Springsteen monologue
Section 3: ‘Peter”
You will be assessed on your ability to:
 Comprehend texts at literal and inferential levels
 Identify, explain and assess the effectiveness of language structures and
features
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Curriculum K-12 Directorate
April 2005
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Section 1
You are about to hear two extracts from the comical theatrical production
Mum’s the Word:
1. ‘Playing in the backyard’
2. ‘I sound just like my mother’
1) In the first extract what two reasons does the mother give for not wanting to get wet? (2
marks)
a. ______________________________________________________
b. ______________________________________________________
2) In the first extract why does the audience laugh when the mother says “don’t get wet”? (1
mark)
3) In the first extract why does the audience laugh when the mother notices the neighbours
on the deck? (2 marks)
4) In the first extract why does the mother finish the story by saying “Anger is so loud and
love is so quiet”? (2 marks)
5) In the second exrtract what causes the mother to exclaim, “Oh no! No. No. No. . . This is
not possible?” (1 mark)
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6) In the second extract what are three examples that she goves of ways that she has
rebelled? (3 marks)
a) ______________________________________________________
b) ______________________________________________________
c) ______________________________________________________
7) Humour has been created in these extracts through the use of a number of techniques.
These techniques include:
 timing
 tone of voice
 familiar sayings
 use of pause
 different voices
Choose any three techniques that are employed and comment on the effectiveness of each
one. (9 marks)
Technique 1
___________________________________________________________________
Techniques 2
Technique 3
Section 2
You will hear a monologue from Bruce Springsteen dealing with his relationship with
his father.
1) List the anecdotes that Sprinsteen shares about his relationship with his father. (2
marks)
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2) Describe the tone of the monologue and explain how uses aural language features to
establish this tone. (4 marks)
3) What does the monologue’s conclusion suggest about the relationship between
Springsteen and his father? (1 mark)
4) How does the use of music contributes to the effectiveness of the monologue? (3 marks)
Section 3
You are going to hear a short extract from the ABC radio program Life Matters. The extract
is from a documentary entitled ‘Peter’.
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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Gilgandra High School
HSC English Standard course
Module C: Texts and Society
Elective 3: Into the World
Assessment task marking information
Student name: _________________________________________________
Tick the appropriate box
Criteria
Sophisticat
ed
Developed
Competent
Generalised
Elementary
Non attempt
Comprehend
texts at
literal and
inferential
levels
Identify,
explain and
assess the
effectiveness
of language
structures
and features
Notes:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Mark allocation
Sophisticated
5
Developed
Competent
4
NSW Department of Education and Training
Curriculum K-12 Directorate
3
Generalised
2
Elementary
Non attempt
1
April 2005
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0
Appendix 3
Study finds leaving school early is not detrimental to job prospects
The World Today - Monday, 21 July 2003, 12:44:39
Reporter: James Panichi
The print version of story is available at:
http://www.abc.net.au/worldtoday/content/2003/s906864.htm]
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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Appendix 7
Student reflection sheet
Name: ____________________________________
Unit title: __________________________________
1.
Tick the following activities that you have participated in during this unit.
Library research
Internet research
Collaborative talk
Group work
Individual drafting
Individual editing
Peer drafting
Peer editing
Factual writing
Word processing
Fictional writing
Multimedia composition
Individual work
2. What activities did you complete in this unit?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3.
What technologies did you use and learn about?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
4.
In what ways did you find the topic helpful to your learning about text and its
construction?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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April 2005
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___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
5. What did you learn that was new or a development upon previous knowledge?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6.
How did the classroom activities and lessons help you to complete the major
assessment task?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. In the space below briefly respond to the unit’s focus question.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Curriculum K-12 Directorate
April 2005
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8.
In what way can the unit be improved so that the aims and outcomes are better
met?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9. What areas of learning have you identified as personal improvement targets?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
10. What other comments would you like to make about the unit?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
NSW Department of Education and Training
Curriculum K-12 Directorate
April 2005
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