Riverside Girls High School
Stage 4: Multicultural experience unit
Difference and Diversity
Rationale
This unit explores concepts relating to multiculturalism, cultural difference and
diversity, as they are represented in a range of fiction and nonfiction print texts
written for a teenage audience.
Difference and diversity content acknowledges that students experience difference
and diversity in their everyday life. This experience occurs in their personal life, in the
local community and in the wider society. English provides opportunities to assist
students to deal with personal, social and cultural difference and diversity in a
positive and informed manner, showing awareness, understanding and acceptance.
It assists them to develop and express their sense of self, to connect with other
people and communities and to understand the features of a fair and just society that
values diversity.
(English Years 7-10 Syllabus, Board of Studies NSW, 2002, p.11)
Multicultural content assists the development of students’ skills, knowledge and
understanding applicable to the multicultural and multilingual nature of Australian
society … students explore a diversity of cultures through studying literature, drama
and film, cultural and intercultural perspectives and relationships, and the close
connections between language, communication and cultures.
(English Years 7-10 Syllabus, Board of Studies NSW, 2002, p.11)
Core texts
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Chinese Cinderella – Adeline Yen Mah
Daughter of the Wind – Suzanne Fisher Staples
Parvana – Deborah Ellis
Boy Overboard – Morris Gleitzman
Other resources
Websites:
Racism: no way website <http://www.racismnoway.com.au>
Written texts:
Dresser, Norine. (1996): Multicultural Manners, John Wiley & Sons, Canada.
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Stage 4 Outcomes
Outcome:
1. A student responds to and composes texts for understanding,
interpretation, critical analysis and pleasure.
Students learn to:
1.3 compose imaginative, factual and critical texts for different purposes, audiences and
contexts
1.5 interpret, question and challenge information and ideas in texts through close study
1.7 respond to and compose texts beyond the literal level
Students learn about:
1.11 the ideas, information, perspectives and points of view presented in imaginative,
factual and critical texts
1.12 links between the ideas, information, perspectives and points of view presented in
texts and their own background and experience
1.18 inference, figurative language and alternative readings as strategies for responding
to and composing texts beyond the literal level
1.20 the complexity of meaning in texts.
4. A student uses and describes language forms and features, and
structures of texts appropriate to different purposes, audiences and
contexts.
Students learn to:
4.2 create and ensure coherence of medium, form and content through specific language
conventions and vocabulary appropriate to particular subject matter or contexts
Students learn about:
4.7 the effectiveness of specific language forms and features and structures of texts for
different purposes, audiences and contexts and for specific modes and mediums
4.8 the ways in which specific language forms and features and structures of text are used
to shape meaning including:
 in written texts: medium, organisation, sentence structures, grammar, punctuation,
vocabulary and spelling, the use of formal or colloquial language and figurative
language
 in spoken texts: medium, organisation, sentence structures, grammar, punctuation,
vocabulary, cues, nonverbal language, tone, pitch, intonation and volume
in visual texts: medium, organisation, colour, layout, perspective, focus, camera angles
and editing
4.13 the metalanguage of subject English used to describe, discuss and differentiate
texts and their language forms, features and structures
6. A student draws on experience, information and ideas to imaginatively
and interpretively respond to and compose texts.
Students learn to:
6.1 compose coherent, imaginative texts that use and explore students’ own
experiences, thoughts and feelings and their imaginings
6.3 explore real and imagined (including virtual) worlds through close and wide
engagement with texts
6.4 use the features and structures of imaginative texts to compose their own texts and
engage their audience
6.5 identify the ways characters, situations and concerns in texts connect to students’
own experiences, thoughts and feelings
6.7 use verbal, aural and visual techniques to create imaginative texts.
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Students learn about:
6.8 the ways ‘the real world’ is represented in the imaginary worlds of texts including
literature, film, media and multimedia texts
6.10 the structures and features of imaginative texts including characterisation, setting,
tension and climax, chronology and time, narrative voice, effective beginnings and
endings
6.11 verbal, aural and visual techniques used to create imaginative texts, such as
imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects,
colour and design.
9. A student demonstrates understanding that texts express views of their
broadening world and their relationships with it.
Students learn to:
9.1 recognise, reflect on and explain the connections between their own experiences and
the world of texts
9.2 compose texts that reflect their broadening world and their relationship with it
9.3 explain and justify personal empathy, sympathy and antipathy towards characters,
situations and concerns depicted in texts
Students learn about:
9.7 the ways in which ‘story’ creates a world within which characters interact and
shape action
9.9 the ways their experiences and perspectives are represented in texts.
10. A student identifies, considers and appreciates cultural expression in
texts.
Students learn to:
10.2 identify and explore the ways different cultures, cultural stories and icons, including
Australian images and significant Australians, including Aboriginal Australians, are
depicted in texts
10.3 identify and describe cultural expressions in texts
10.4 identify and describe the ways assumptions underlying cultural expressions in texts
can lead to different reading positions.
Students learn about:
10.5 different cultures and their common and distinguishing elements
10.6 representations of culture through choices of language and content
10.7 cultural assumptions in texts including those about gender, ethnicity, religion, youth,
age, sexuality, disability, cultural diversity, social class and work
10.8 signs, symbols, icons and stereotyping in texts and what they signify about different
cultures
10.9 the ways culture and personal experience position composers and responders and
influence response to and composition of texts
11. A student uses, reflects on and assesses individual and collaborative
skills for learning.
Students learn to:
11.2 choose and negotiate with the teacher appropriate tasks and assessment criteria
11.9 perform an allocated role responsibly in a group and assess the success of
collaborative processes
11.11 articulate and discuss the pleasure and difficulties, successes and challenges
experienced in their writing.
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Students learn about:
11.12 outcomes-based learning
11.13 their own learning strengths and learning needs
11.14 research techniques using books, indexes and the internet
11.15 roles and responsibilities of individuals in groups
11.20 reflection strategies such as learning logs, journals, letters to teachers and peers,
guided discussion.
How the unit works
This unit requires students to have the opportunity for silent sustained reading and
discussion in pairs or small groups during lessons. Teachers should organise these
opportunities in ways that best suit the learning needs of their students. Opportunities
for groups to report back to the class should be provided. These serve several
purposes:
 regular deadlines for students
 a way for the teacher to monitor progress and determine the most appropriate
times to conduct teaching lessons (e.g. deconstructing language techniques in
the texts) and set formal task completion dates
 developing students’ oral and aural skills.
Reading Journal: students are to keep a reading journal for the duration of this unit.
This will be used for writing notes about the texts, recording their responses to what
they read and it can double as a learning journal Appendix 1 and 1a
Study guides
Syllabus content: 1.5, 1.7, 1.20,, 6.3, 6.8, 6.10
Study guides are provided here for
 Parvana – Appendix 2
 Daughter of the Wind - Appendix 3
 Chinese Cinderella - Appendix 4
 Boy Overboard – <http://www.penguin.com.au/PUFFIN/NOTES/titlenotes.cfm?SBN=0141308389%20%20%20&Author=Morris%20Gleitzman>
Encourage students to use the study guides as discussion prompts and note-making
guides rather than a series of questions that are to be laboriously answered in
detailed written responses. Students should work in pairs or small groups to work
through the ideas raised in the three texts. The study guide questions are designed
to lead students towards focusing on particular moments, characters, ideas in the
texts and will assist them in their preparation for extended responses and
assessment tasks.
Personal responses to the texts:
Students should write a brief personal response to each text as they finish it. A guide
to writing a response is provided in Appendix 1a.
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Assessment
Assessment tasks and a general outline of the unit are provided for students on the
handout, Appendix 6.
A. Introduction
Brainstorm activity
Using three large sheets of paper, each containing one of the words –
multiculturalism, difference, diversity – printed in large letters, have students
brainstorm what they know about these terms, what these terms mean to them.
Comments could include definitions, examples, quotes from songs or other popular
and familiar texts, slogans.
Class discussion about the suggestions.
Issue texts from the book box. Encourage students to read as many as they can as
well as others from the library.
Throughout the unit, particularly during the early lessons, students need class time
for silent sustained reading, and pair and group discussion and note making using
the ‘Study guides’.
B. Cultural contexts
Syllabus content: 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9, 11.14
The purposes of this activity is for students to further explore the cultures
represented in the texts and consider the value of realistic representations in fiction
and autobiography, when such texts raise questions about the complexities and
difficulties encountered by some people in cultural contexts different from each other
and from the students’ own experiences.
(Either have all students participate in both activities or allocate half the class to
complete the internet research while the other half create the collages. Ensure all
four texts are dealt with in both activities).
1. Internet Research – Appendix 7
In groups students find out information about the culture in which the text they are
reading is set. Direct students towards web sites such as Encarta.
Students complete a website evaluation (Appendix 7).
Groups present their research findings to the class.
2. Representing the text - collages
In groups students create a collage (A3 or larger) representing one of the texts.
Include pictures of characters, landscape, maps, quotations from their novel and any
other images that depict aspects of the text. Groups present their collage to the class
and explain why they chose the images, quotations, for their collage and why they
composed them in a particular way.
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Discussion of the similarities and differences between what the research says about
the country and culture represented in the texts and what the texts say.
Learning journal:
 How important is it that fictional texts represent cultural and geographical
contexts realistically? Why?
 In what ways is cultural context represented in the texts – e.g. through
language, experiences of the characters, descriptions, dialogue? Give some
examples.
 How does the cultural context in the novel affect the lives of its characters?
 Would you be able to live in the country and culture where the text is set?
Explain your reasons.
C. Comparing the world of the text with students’ own worlds
Syllabus content: 1.11, 1.12, 9.1, 9.2, 9.3, 9.7, 9.9
Students should create a profile of themselves and one on the main character of one
of the three texts. Profiles could be constructed as mind maps or a comparative
table. Include information on:
 appearance
 personality
 beliefs
 attitudes (to family, education, authority figures, daily life, cultural expectations
and anything else students see as important).
 behaviour in various situations.
Students should compare their profiles.
Creative writing:
Imagine you have been sent to live with the main character of your text (Parvana,
Shabanu, Jamal or Adeline). You have been in your new situation for a few weeks.
Write a diary entry (about one A4 page) describing how your life is different and how
you feel about this. Make sure your comments are consistent with the profiles of
yourself and your character.
or
Imagine you have been sent to live with the main character of your text (Parvana,
Shabanu, Jamal or Adeline). You have been in your new situation for a few weeks.
Think about how you are managing your new circumstances. Write a conversation
between yourself and main character of your text. In your conversation tell your
character how you feel about some of the new and different things you are
experiencing and have her or him respond with how she or he feels and her or his
advice on how to deal with your situation. Make sure your comments are consistent
with your character profiles.
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D. Understanding characters and their cultures
Syllabus content: 1.11, 1.12, 9.1, 9.2, 9.3, 9.7, 9.9
Activity: Interviews
Begin with a general discussion of the main characters in the three texts and
students’ own experiences. This will link this lesson with the previous one.
For example
Chinese Cinderella:
 Is her situation difficult because of her culture or because of her family?
 Are all of the protagonist’s family members similar to each other?
Parvana and Boy Overboard
 Is Parvana, Bibi and Jamal’s situation because of the Taliban? Was Afghani
culture always as oppressive as that portrayed in the novel?
 Do all Muslim cultures treat women and girls like Talib Afghanistan does?
Daughter of the Wind
 Is Shabanu’s situation restrictive because of her family or her culture, or both?
Consider her parents’ attitudes compared to her aunt’s.
All texts
 Are all the people who live in the same culture the same as each other? Is
everyone in your class the same?
 Is it OK for people to be different from each other?
 What happens when a child disagrees with her / his parents’ and / or her / his
culture’s attitudes and beliefs? Consider the character’s dilemma as well as
the consequences of disagreement.
In pairs, students conduct a TV interview. One student is a television journalist who
interviews the other student, who is the main character from one of the four texts.
The TV journalist interviews the character about their culture, daily life, their future
hopes and dreams, dilemmas that confront them, and anything else of significance.
Several students are to perform their interviews in front of the class.
Learning journal reflection: How important are cultural context and cultural
expectations in shaping who we are and how we live our lives? Consider the
differences between your own cultural context and its impact on how you live your life
compared to that of the protagonist in your chosen text.
Extension (learning journal)
1. What has learning about another culture taught you about Australian culture?
2. How has what you have learnt about the culture in which the text you are
reading is set influenced how you understand the text?
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E. Narrative style in the texts
Syllabus content: 4.2, 4.7, 4.8, 4.13, 6.1, 6.3, 6.4, 6.5, 6.7, 6.11
This activity involves close study of the language features and narrative voice of each
of the texts to enable students to write their extra chapter in a style consistent with
the original.
Using a teacher-led deconstruction of an extract from each text (say, the opening
pages) identify the features of style. For example:
Parvana (opening pages 9-10: “I can read that letter… They thought should be
punished”)
 begins with Parvana’s whispered dialogue, suggesting
 Parvana is central to the story
 Word choice – ‘whispered’, ‘dare’ – suggests something secretive, or a sense
of powerlessness
 third person narrative voice but focusing on Parvava as the main character - ‘She
didn’t dare’, ‘she wasn’t really supposed to’ – what relationship is established
between Parvana and the reader?
 contextual information – ‘she had seen what they [the Taliban] did, especially to
women’; ‘she got used to holding her tongue’; ‘the high school he was teaching in
was bombed’
 simple language – simple vocabulary, occasional colloquialisms (‘’kicked out of
her job”)
 combination of simple and compound sentences.
Daughter of the Wind (opening pages “Phulan and I step gingerly… The womb of
Phulan”)
 first person narrative voice – “Phulan and I step”. Story is from the protagonist’s
point of view; enables to reader to share the protagonist’s feelings and
experiences more intimately.
 concrete nouns and adjectives create a very visual setting – “prickly grey camel
thorn”, “mud cisterns”, “winter sky hazed with dust”, “puffs of sand” – we are
immediately placed in a dry, desert landscape.
 “Cholistan Desert” – provides a specific geographical location
 words and phrases such as, “my wool shawl has worn so thin”, “thatched huts”,
“heat” – tell us that these people have few luxuries and live in simple houses that
are different from ours
 “shatoosh” – Urdu word - tells us we are reading about a different language and
culture
 “Phulan is thirteen. She will marry our cousin Hamir this summer” – tells us this is
a social culture different to mainstream Australian culture
Chinese Cinderella (opening chapter)
 begins with a date: “Autumn, 1941” – locates us immediately in time and tells us
this is a diary style
 first person narrative voice “I, my”
 detailed anecdote – a very personalised style – links the protagonist with the
reader
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the protagonist is excited: “special”, “thrilled”
the protagonist is very young in this anecdote: “She called it an award” (a new
concept for the narrator); “I climbed onto her lap”.
simple vocabulary
“Ye Ye” and “Nai Nai” – Chinese words – locate the text in a Chinese language
context.
use of dialogue within the diary form – adds authenticity to the anecdote by
having other characters present in the story.
Boy Overboard (Chapter 1)
 first person narrative voice “I’m Manchester United ...”
 contextual information presented early – ‘no smoke, or nerve gas ...’
 analogies and similes reflect war context – ‘if I had an unexploded shell for every
goal I’d set up, I could go into the scrap metal business’, ‘like a Scud missile’,
‘looking at me as thought an American air strike has hit me’ – ironic humour
contributes to the naive narrative voice
 colloquial style of language – ‘flick’, ‘duck’; ‘flapping his arms like a buzzard with a
belly-ache’
 analogies and colloquial style create humour – irony: the children are in a war
zone which is not funny
 dialogue among the characters contributes to the immediacy and realism of the
characters and their situation.
Students need to keep these features in mind when they write their extra chapter for
their chosen text.
F. Assessment tasks
Submit written assessment tasks and present panel discussions - see Appendix 6.
G. Reflections and responses to the unit
Return to the opening lesson and the large sheets on which students recorded their
understandings about difference, diversity and multiculturalism. Have students talk in
groups or as a whole class and add to the sheets. The following prompts might be
useful.
 What have you learnt about different cultures from the text(s) you have read
in this unit?
 What have you learnt about the differences between cultures from this unit?
 What have you learnt about concepts such as difference and diversity from
this unit?
Multicultural feast – students bring food from a variety of cultures (to be organised
earlier in the unit).
Learning journal:
During this unit
 What did you learn about how cultural background (including your own)
influences how you respond to others who have different cultural
backgrounds?
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What did you learn about the representation of different cultures and
experiences in texts compared to ‘real life’?
What did you learn about your own skills as a writer? speaker? reader?
listener? group participant?
Which activities did you enjoy the most? Why?
Which activities did you enjoy the least? Why?
Are there any additional activities that could have been included in the unit?
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Additional activities
Talking to people from different cultural backgrounds
Students conduct interviews with migrants within the school or the local community.
Relevant speakers could come to the school.
Exploring other related texts
Poetry - a study of texts poems that explore the multicultural experience, including
the migrant and refugee experience in Australia. See texts such as:
Richardson, Paul and Watson, Ken (eds.) Postcards from Planet Earth, OUP, 1987.
Richardson, Paul, Watson, Ken and Gill, Margaret (eds.) Snapshots of Planet Earth,
OUP, 1990
Watson, Ken (ed.) At the Round earth’s Imagined Corners, St Claire Press.
Media texts - including media reports, cartoons and letters to the editor relating to
refugees and migrants could be explored with the view to analysing media
representations and comparing these to the representations in the texts. Students
could speculate about the role of the mass media in reflecting and / or shaping
community attitudes.
Exploring the Racism: no way website
<http://www.racismnoway.com.au/>
Students could explore the website, complete some of the activities and engage in a
follow-up discussion of the concept of racism.
Students design a poster (A4 size) that either
a) promotes multiculturalism, diversity and difference or
b) is against racism.
Cross-cultural miscommunication
Class activity: group work using several examples of cross-cultural
miscommunication from the text Multicultural Manners, which, in its author’s words
has been ‘designed to improve interactions in a multicultural society’. It is designed
for an American audience but it suitable to use in an Australian context.
Students work in small groups or pairs. Each pair to be given examples of crosscultural miscommunication from Multicultural Manners. Students could report back to
the class and explain what happened in the example they had been given - why the
cross-cultural miscommunication occurred and some possible solutions to the
communication problem in the example. Students are also to explain why it important
to understand how cross-cultural miscommunication may occur.
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Media representations of different cultures
Students to compare information they have gathered about the cultures represented
in the texts with news reports (either current newspapers or from the internet). Use
the following questions to read the underlying messages in the texts you find.
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List the main ideas or messages presented in the text?
What is the purpose of the text? What is it trying to tell us and why?
Who is the intended audience?
What is the context in which the text was created?
Does it invite you to respond in a particular way. For example, does it persuade
you to agree or disagree with what it says? How do you know?
Whose interests or point of view are dominant?
List the words and phrases used to describe particular cultural groups or
individuals and their behaviour. Are these positive or negative or neutral
descriptions?
Are there groups that are represented in a negative way?
Class discussion of their findings. The discussion could include stereotypes, bias,
point of view, audience, the composers’ purpose and language techniques
Learning Log: Students should write in their journal about why they think cultures
are represented in different ways in different texts.
Profile of a text
Appendix 8 – students complete the profile for one of the texts they read during the
unit.
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Appendix 1
Learning Journal
Q. What is a learning journal?
A. A journal is a record of thoughts, ideas, reflections on what you are learning and
other things. It is like a diary or a logbook.
In this unit your journal will be a book that is separate to your English workbook.
Q. What will go in my journal?
A. Lots of things! For example, every time you are asked to make a ‘learning log’
entry in class (which is when you record what you have learnt in English), write your
learning log entry in your journal.
B. Other things you can put in your journal include – drawings, newspaper, internet
and magazine articles, cartoons, quotes, advertisements and photographs that you
think relate to what you are learning about in this unit.
You might find a newspaper article about Australia being a multicultural country. You
could include this article. You might also like to highlight anything you find interesting,
important or relevant to what you are learning about in the unit. You could also write
about your thoughts on the article.
You can write any thoughts you have on this unit in your journal.
C.
Remember to write the date every time you put something new in your
journal.
Remember to write in your journal where you found any texts (pictures,
cartoons, articles, etc.).
Remember, as always, do not use any offensive language or write or depict a
group of people in an offensive way (if you have any questions about this, see your
teacher).
D. Personal responses to texts (see Appendix 1a)
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Appendix 1a
Writing your response
Before you begin writing your response to one of the novels, consider the
following:
1. What have you learnt about the culture of the characters from the text? (the
novel)?
2. What have you learnt about differences between cultures and people from this
novel?
Also think about the following:
- What did you like about the novel?
- What was your favourite part? Why?
- What was your least favourite part? Why?
- Did you like the main character? Why or why not?
- What was the main character like?
- What did you learn from the novel? Did the experience of reading the novel
make you think about things differently?
Words you may like to use in your response:
 description
 highlight
 climax
 protagonist (main character)
 text
 culture
 difference
 diversity
(Ask your teacher if you would like more information about these words or how to use
them)
Hint: Try the following – before you write your response, write a list of the things
you want to write about in your response and then number each thing in your list in
the order you want to write about each (the sequence). Try to follow this sequence
when you write your response.
Also try writing a draft (a rough copy) of your response before you write the copy you
will hand in to your teacher.
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Appendix 2
Parvana by Deborah Ellis
Chapter 1
In this chapter we are introduced to
 Parvana
 Parvana’s family
 some aspects of life in Afghanistan under the Taliban government
 some recent history of Afghanistan.
Write notes about each of these, using quotations and page numbers from the
chapter wherever appropriate. As you read the novel, build on these notes – you will
need this information for later activities.
Do you think this is an effective opening for the novel? Does it capture your interest?
Give reasons for your opinion.
Chapters 2 and 3
Pages 29–31 – the story of Malali. Re-read this story. Parvana’s father calls her
Malali when he is taken away by soldiers (page 33). What expectations does he have
of Parvana while he will be absent?
Pages 32–35. Taliban soldiers burst into Parvana’s house and take her father away.
Re-read this section of the novel then read the family’s reaction (pages 36-39).
 Write Parvana’s mother’s diary account of this episode. Use the information
about her character you have gathered so far as well as the references to her
in this section of the novel. What would she be thinking? How would she feel?
What prompts her to go to the prison to search for her husband even though
she knows this will be very dangerous?
Chapter 7
Pages 78–82. Parvana is asked by a Talib to read a letter for him. Why do you think
this episode has been included in the novel? Consider:
 What the letter says about Fatima and her prospective husband
 The fact that Fatima’s aunt now lives in Germany (possibly as a refugee)
 The Talib’s reaction to what Parvana reads
 Parvana’s reaction to the episode.
Chapter 8
Pages 89–96. This episode recounts Maryam’s first excursion outside the family’s
room for over a year and finishes with Parvana’s encounter with a girl from her
school class.
 List the restrictions on girls’ and women’s lives under the Taliban evident in
this episode.
 How does this episode reinforce the difficulties facing girls under the Taliban?
 How do you think you would manage dealing with such restrictions on your
activities? Why?
Chapter 11
Mrs Weera says (page 118) ‘These are unusual times. They call for ordinary people
to do unusual things, just to get by.’ This is followed by the episode at the stadium
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where Parvana and Shauzia witness the cruelty of the Taliban. A man in the crowd
speaks and advises the girls to:
 ‘Keep your heads down boys… There will be time enough when you are old to
see such things.’ (page 123)
 ‘Go home and remember better things.’ (page 124)
What is the effect of the contrast between the girls’ daily experiences of life in Taliban
Kabul and the words of these two adults? Why has Ellis included these contrasts in
the novel?
Chapter 12
Shauzia explains that she intends to run away from Afghanistan.
 Why is she so keen to leave?
 How does Parvana react, and why?
Find out what you can about the number of refugees that have sought asylum in
Western Europe (especially France, Germany and England) each year since 2000.
How many refugees have sought asylum in Australia since 2000?
Do you think children like Shauzia should be welcomed and granted permanent
asylum in Australia? Give reasons for your opinion.
Chapter 13
Nooria is going north to Mazar-e-Sharif to marry a man she barely knows. She
explains her reasons on page 138.
 What choices does Nooria have for some sort of reasonable future?
 What would you do in Nooria’s situation? Give detailed reasons.
Chapters 14 and 15
Parvana finds Homi and takes her home. Re-read Homi’s account of her
experiences. Homi also reveals that the Taliban are now in Mazar, the city where
Nooria and the rest of the family are. Parvana’s father returns, barely alive, from
months in prison. These final two chapters detail more about the horror of life in
Afghanistan under the Taliban, and suggest that despite this there is still hope among
the Afghan people – this is symbolised by the arrival of the first edition of the
women’s magazine (p. 166), the flowers Parvana plants in the market (p. 164) and
Shauzia’s reminder of hers and Parvana’s agreement to meet ‘on the first day of
spring, twenty years from now’ (p. 167). The novel ends with Parvana and her father
departing for Mazar hoping to reunite with the rest of the family.
Prediction:
What do you think will happen?
Reflections:
 Write Parvana’s reflections on her recent life and her plans for her future.
 Write your own evaluation of Parvana’s life and how she has coped with the
difficulties confronting her.
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Appendix 3
Daughter of the Wind by Suzanne Fisher Staples
Chapter 1
The first chapter of the novel introduces us to:
 Shabanu and her family
 The way of life – housing, food, work, daily routines, roles of family members
 Cultural context – girls, marriage, social expectations
A. Write notes on what you learn about each of these in the chapter.
B. Find a map of Pakistan and mark on it the places mentioned in the novel:
 Cholistan desert (p.7)
 Sibi (p.10)
 Dingarh (p.11)
 Mehrabpur (p.12)
 Bahawalpur (p.14)
 Rahimyar Khan (p.15)
C. What do the following words mean (you can work out the meanings from rereading the sections in which they appear)
 toba (p.7)
 Ramadan (p.12)
 monsoon rains (p.7)
 gypsies (p.12)
 shatoosh (p.8)
 dowry, dowries (p.13)
 thatched hut (p.8)
 nawab (p.14)
 turban (p.8)
 goatskin (p.16)
 chapattis (p.9)
 pogh (p.17)
 lungi (p.10)
 Allah-o-Akbar (p.18)
 hookah (p.10P
 chador (p.25 – chapter 2)
D. Why do you think the author has used these Arabic words in an English language
novel?
Chapter 2
This chapter provides further details about Shabanu and her life.
Write a paragraph describing the differences between Shabanu’s daily life and yours.
Chapters 2, 3 ,4
We also learn that although Shabanu loves her family, the camels and her way of life,
there are aspects of her circumstances (her culture, her family, others’ expectations
of her) that she questions and resists. Re-read the following references. What does
each reference tell us about Shabanu’s attitudes to her context?
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Shabanu’s attitude
Reference
p. 26, paragraph 3: ‘You don’t have to
hide from me’
p. 29, paragraph 3
p. 31, paragraph 1
p. 36, Dadi says, ‘Don’t ever disobey
me.’ Why is he so angry? See also the
last paragraph on p. 40
p. 37-39 Shabanu thinks about her
present and her future.
p. 41-42 Auntie gives Shabinu a shawl
p. 44 Shabanu recognises another
reason for the shawl
p. 45 Shabanu’s attitude towards her
father
p. 54-55 The Bugti’s treatment of
women
Chapters 5 and 6
These two chapters detail the Sibi fair where Dadi trades his camels.
 How is suspense created around the sale of Shabanu’s favourite camel,
Guluband?
Re-read pages 74–76. Explain the sequence of emotions Shabanu experiences
beginning with when she realises her father has sold Guluband. Write about half a
page, using quotes from the text to help your explanation.
The last chapter
In this chapter Shabanu evaluates her life, the choices she has for her future and the
implications of these choices. Think about the following questions:
 How does her life change after Phulan’s wedding?
 What will happen to her if she stays and marries according to her father’s
wishes?
 What will happen if she goes to live with Sharma?
 Why does she run away?
 When Dadi catches Shabinu he beats her mercilessly (p. 266). Why does he
also cry?
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Appendix 4
Chinese Cinderella by Adeline Yen Mah
Preface and Author’s Note
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What is an autobiography?
How do many Chinese families feel about sons and daughters, according to the
author? How does your family feel? Do they regard one as more important than
the other?
Why do you think the author has called the book, “Chinese Cinderella”?
How does written Chinese differ from English?
What is calligraphy?
If you were Chinese, what would your names be? Remember, surname first.
What would you be called at home? What would the older generation call you?
Chapters 1-4
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How do we know that Adeline is clever and works hard at school?
Her teacher’s name is Sister Agnes. What does that tell us about the kind of
school she attends?
How do you think Adeline feels being told her mother died because of her?
Draw Adeline’s family tree.
What would it be like to have foreigners controlling your city, especially if they do
not speak your language?
In Nai Nai’s time women bound their feet. Can you think of some painful or
unpleasant things women (and perhaps men too) do today to make themselves
“beautiful”?
Do you have brothers and/or sisters who sometimes treat you badly? Write about
it and how it makes you feel.
Why does Adeline feel more accepted at school than at home?
The author describes Nai Nai’s Buddhist funeral. Have you ever been to a
funeral? What was it like? Why do you think people make ceremonies for death?
Chapters 5-8
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
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What does Niang’s welcoming speech sound like to you?
What lessons does Adeline learn on her first day at school (not just in the
classroom)? Can you remember your first day at school? What was it like? If you
don’t remember, describe your first day at high school.
What does the story about Niang and the baby tell us about her? Why do you
think Adeline was the only one to speak out?
Do you agree with Adeline’s decision not to beg for the tram fare? What would
you do in her position?
Chapters 9-13
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

After rereading Adeline’s composition on p.60-61, write one about your best
friend.
How do you feel about the story of the duckling’s death? Who do you blame for
the death, Father, Third Brother or Jackie?
Have you ever had a pet that died? How did you feel? Did you have a funeral? If
so, describe it.
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What do you think about Big Sister’s arranged marriage? What do you think of
this idea in general?
The birthday party is another example of the parents’ cruelty to Adeline. What
would we call this today? What would happen today?
Imagine you are standing for election for school captain. Write your election
speech.
Make a timeline of the events in Chines History mentioned on p138-9. What kind
of government rules China today?
Chapters 14-17



How is Adeline saved from the Communists? Why was she in danger from them?
What differences do we notice between Adeleine’s new family (the Schillings) and
her previous one?
What do you think about the things Ye Ye says to Adeline on p171? Think
especially about his prediction about the world’s languages.
Chapters 18-22
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From Adeline’s description of what happens in “King Lear” what connections can
you make with her own family?
What advice does Ye Ye have for Adeline?
How does Adeline finally convince her father to let her go to university in London?
What dreams and hopes do you have for the future?
When you have finished reading the book, write down all the things in Adeline’s
story which are like the story of Cinderella.
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Appendix 6
Multicultural Experience
Assessment tasks
1. Reading
Outcomes: 1, 9, 10
Read at least two books from the book box :
Chinese Cinderella
Parvava
Daughter of the Wind
Boy Overboard
When you have finished reading each book, write a response in your workbook – see
Appendix 1a
2. Close study of two texts
Outcomes: 1, 6, 9, 10, 11
Work individually or on a small group to discuss and make notes on the characters,
issues, plot, setting and language in two novels. These notes will help you complete
the assessable tasks (see Appendix 2, 3 and 4).
3. Writing
Outcomes: 1, 4, 9, 11
Write an extra chapter
A. Write an extra chapter for one of the books you have read. You will need to
ensure that the style (language, tone, sentence types, dialogue) is consistent with the
style of the whole book. You can choose to write:
 A new opening to the novel - rewrite the opening sequence (the first few
pages) to make it more interesting for the reader. Make sure your opening
contains ALL the important information to set the scene for the rest of the
story.
 A new ending to the novel - rewrite the final chapter to end the story so that
the resolution is more satisfactory to you.
 An extra chapter anywhere in the book – your chapter must ADD to the story
or change the direction of the story. If your chapter changes direction you will
need to write a list of what will change in the rest of the story as a result of
this.
 An extra chapter after the story has ended – you can set your chapter the next
day, a month later, one or ten years later. Tell your reader what happens to
the main characters. There are some suggestions at the end of this sheet to
start you thinking about what to write.
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B. You must include a one paragraph explanation of why you wrote this particular
chapter and how it has added interest to the original book.
Assessment criteria:
 skill in using language consistent with the style of the text
 ability to explore issues raised in the text
 ability to reflect on the choices you have made in the composition of your
chapter
4. Talking and listening
Outcomes: 1, 6, 9, 10
Panel discussion
In groups of four or five students, conduct a panel discussion about ONE novel - its
characters, the style of writing, the issues it deals with, what you learnt and why it is a
valuable novel for Year 8 students to study.
 Allocate roles to each group member. Choose from the following:
o interviewer (who needs to comment as well as ask questions)
o author
o Year 8 student
o adult reader / English teacher
o one (or more) characters from the novel
o other – you choose
Assessment criteria:
 thorough exploration of ideas raised in the texts
 expressing your opinion on aspects of the texts
 ability to express your ideas in character
 demonstrate awareness of audience, both within the panel and the broader
class audience.
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Appendix 7
Internet research
Use the internet to find out what you can about the country and culture in which the
novels you are reading is set. Use the following headings to guide your note-making.
Remember to USE YOUR OWN WORDS when recording information – do not just
copy the information from the site.
Country
 name
 location – download a map
Geography
 dominant natural landscape
 details about the city in which your novel is set
 type of government and how it is appointed
Culture
 main language spoken
 social and political history (brief – you can create a time line)
 main religion
 attitudes to women, and men
 daily life
 social life
Record your information then present it in one of the following ways:
 poster which includes visuals of the main features and some written
information
 mind-map
 poster advertising the features of the country (to appeal to potential visitors).
Present your information to the class by showing your representation and explaining
your findings.
Complete the website evaluation sheet on the next page.
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Website evaluation
Why do we evaluate the websites that we use?
The Internet is becoming one of the main sources of information for students.
Teachers, journalists and many other people use the Internet as a source of
information. Because so many people use the Internet to gather information and
because there are so many websites on the Internet to gather information from it is
important that we evaluate the reliability of the information in all websites.
Checklist
1. Official title and URL of website
2. Date you accessed website
3. Who is the author?
4. What authority does s/he have to provide this information?
5. Who is the provider – is the site .edu, .com, .org, .gov? How does this impact on
the reliability of the site?
6. Who is the intended audience?
7. Are sources of information listed, for example in a bibliography?
8. Is the information consistent with other sources on the topic?
9. Is there adequate evidence to support any opinions or particular points of view?
10.
How recent is the information? Is the site updated regularly?
11.
What are the main points?
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Appendix 8
Profile of a text
This is two pages long: Do all activities and answer all questions.
Book title (name of book):
Draw a picture to represent the book
(in this space).
What is the book (text) about?
- Would you draw something like
this for the cover of the book?
.
Who is the main character (the
protagonist)?
Draw your favourite character.
Describe the main character:
Who are some of the other important
characters? (Describe them briefly)
1.
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What do you think are some of the important
things (issues, ideas/concepts) in this book?
What culture(s) is the book set
in?
What do you think are some of
the important events in the
book?
- What do think are some of the
book’s good points? What do you
like about the book?
Is the culture where the book is
set different from Australian
culture? Are there any
similarities between Australia
and this culture (or these
cultures)?
- Draw a picture representing the culture in which the
story is set (or one of the cultures, in the case of Chinese
Cinderella).
What have you learnt about this
culture, or these cultures, from
reading this book?
Why did you draw this?
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