TECS366 EXTENDED TEXT ASSIGNMENT 2010
Name(s): Sally Taylor
THEME AND NOVEL CHOICE: Escapism through literature
RATIONALE FOR THEME AND NOVEL CHOICE: I chose this theme as it links to the intention of the novel that the
YEAR: 12
author had. The author wanted to show a conflict that many people of the world were unaware of. Through studying the
novel it introduces you to a situation that was no far from New Zealand but that little New Zealanders are fully aware of.
Moreover, it highlights the role that literature can play for a character, that students can relate to. How she survives and
continues in a time of terror with the help of literature.
LEVEL: 7
DESCRIPTION of and FOCUS for UNIT ( context, etc included): Focus for the unit it on the main theme and
character. The unit introduces civil war and the background to the conflict and tragedy in the pre-reading. Students will
question how is it that we continue to go to war and have no learnt from these past tragedies, through analysing the first
paragraph from The War of the Worlds. The unit then shifts to analyse how we escape into worlds that are different from
our own – using fairy tales as an example. The development of this literature has been built on through telling the story of
Great Expectations. A novel that features through-out Mister Pip. One of the biggest challenges I have had with this is how
to incorporate the novel, which is vital to the plot but not to the theme?
The reading activities focus specifically on understanding the plot points, character development and the theme. This is
reinforced in the post-reading process as students will participate in a character and theme study. To eventually write an
essay on the novel.
STRAND: Making Meaning
ACHIEVEMENT OBJECTIVES
LEVEL
Indicators ( you will select appropriately according to the focus of your unit) eg
Ideas
7
Language features
7
Structure/organisation
7
The ability to communicate and understand a range of ideas through a variety of texts within a topic. Makes meaning by
understanding increasingly sophisticated ideas – comprehension activities through-out the unit. Focus on different themes
as well as the theme of Escapism through literature in psot-reading.
makes connections by analysing ideas within and between texts from a range of contexts – wide variety of texts studied.
makes and supports interferences from texts independently – study of various forms of texts in the pre-reading process
which demonstrate the theme of Mister Pip..
Appropriately select, use and understand a variety of language features in relation to various texts.
Range of written, spoken and visual activities. Particularly listening to language techniques.
Show and utilise a range of structures appropriate to texts and topic.
STRAND: Creating Meaning
ACHIEVEMENT OBJECTIVES
LEVEL
Indicators ( you will select appropriately according to the focus of your unit) eg
Ideas
7
Language features
5
Structure/organisation
5
The ability to communicate and understand a range of ideas through a variety of texts within a topic.
– constructs a range of texts that demonstrate an understanding and appreciation of purpose and audience through
deliberate choice of content, language and text form – Writing role plays through-out, essay writing, essay plans, character
profile on Voice thread.
- conveys and sustains personal voice where appropriate – Writing an essay. Personal reflection journal
Appropriately select, use and understand a variety of language features in relation to various texts.
develops, communicates and sustains increasingly sophisticated ideas, information, and understandings- ‘Writing an essay’
-create coherent, planned whole texts by adding details to ideas or making links to other ideas and details; ‘Writing an
essay’ ‘Reflection activites./
-ideas show depth of thought and awareness of a range of dimensions or viewpoints – Wide variety of perspective and
empathy activites.
Show and utilise a range of structures appropriate to texts and topic.
organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions
of a range of text forms with control. – writing an essay
KEY COMPETENCIES: (which are teased out and applied to your particular unit!)
Managing self
Relating to others
Take responsibility for their learning while
maintaining a positive attitude.
Ex: Reading journal through-out the novel study,
Group centred work through-out the unit in character
description, co-operative learning focus.
Participating and
contributing
Students will take an active part in all
classroom processes and activities.
Students will interact effectively with their peers in a
variety of situations.
Group, student focused learning. Co-operative
learning focus.
Using language,
symbols, and text
Strong focus on class discussion in prereading “Civil War’ ‘Fairy Tales’ ‘No Frigate
like a book’
During Reading:
‘Characters migrate’ ‘Matilda and Mister
Pip’ ‘Picture, Smell, Sound or Literacy
Device,’ ‘Juxtaposition of perspective, ‘
Parents come to class,’ ‘ Who is Mister Pip?’,
Mr. Watts and his story.
Post-reading: ‘Student analysis of novel,’ ‘
Character analysis’.
Exploring themes through different forms of
text and symbols.
Pre-Reading: ‘Education linked to tragedy –
Pre-Reading: ‘Introduction to Civil War’, ‘Education
linked to tragedy’, ‘Education/Escapism through
literature – themes of novel’, ‘Introduction to Great
Expectations’, ‘Storyboard’.
During-Reading: ‘Character’s migrate’ ‘Juxtaposition
of Perspective’ ‘Parents come to class’ ‘Who is
Mister Pip?’ ‘Death’
Post- Reading : ‘Character analysis,’ ‘Who Own’s the
Novel’.
Thinking
Diary of Anne Frank’, ‘The War of the
Worlds’, ‘Various fairy tales’, ‘ Seeking
Faith or fantasy?’, ‘ There is no frigate like a
book’, Great Expectations
During Reading: ‘Characters migrate’
Post-Reading: ‘Book review’, ‘Paradise
forgotten’, ‘Who Own’s a Novel?’.
Pre-‘Escapism through a Novel’,
‘Storyboarding’.
During: ‘Juxtaposition of Perspective’,
‘Parents come to class’ ‘Escape’ ‘Picture,
Smell, Sound or Literacy Device’, ‘ Who is
Mister Pip?’,
Post: ‘Student analysis of Novel’, ‘Character
analysis’, ‘ Book Review’ ‘ Who Own’s a
Novel’, ‘Theme of Escapism’ ‘Summative.
Students will use creative and critical thinking
processes to process and transform understandings.
Pre-Reading: ‘Education linked to tragedy’
‘Education-Escapism through literature’ ‘Storyboard’,
‘The War of the Worlds’ ‘Various Fairy Tales’, ‘No
Frigate like a Book’.
During Reading: ‘Juxtaposition of persepective’,
‘Parents come to class’ ‘Escape’ ‘Who is Mister Pip’
‘Death’.
Post: ‘Student analysis of Novel’ ‘Character analysis
‘Who Own’s a Novel’ ‘Theme of Escapism’
VALUES:
What: Excellence; Innovation; inquiry and curiosity; diversity; equity; community and participation; ecological sustainability;
integrity and respect
How:
Excellence - aiming high in achievement. Essay writing skills we will marked using an NCEA format
Innovation- creative thinking, curiosity and inquiring. Features across the unit. Used in different learning style. Emphasis on innovation within the novel and in
the post-reading when analysis the short films from the time.
Diversity –Has a global focus away from New Zealand. It is however relevant to many immigrant students to New Zealand who have faced a similar situation to
that of Matilda. These different situations will be analysed in the pre-reading process. The diversity of New Zealand will be included.
Equity- fairness, social justice through their own values and approaches to activities in unit, notably looking at how the characters in the novel respond to their
particular situation. Why the events happen. Who is to blame?
Community and participation- incorporates a global theme, yet is relevant to many in New Zealand. Considering the environment and global influences to New
Zealanders.
Integrity- being responsible, honest and accountable
Respect- ourselves and others in the classroom.
ALL RESOURCES (hardcopy attached separately where possible and referenced here; live links with descriptors, etc):
Bibliography
Delahoyde, M. (2010, 8). Introduction to Literature. Retrieved from Critical Theory: http://www.wsu.edu/~delahoyd/lit.crit.html
Dickens, C. (1974). Great Expectations. London: Pan Books.
Dickens, C. (2009). Great Expectations. Towcester: Classical Comics.
Dickinson, E. (2010, 2 8). Poems by Emily Dickinson. Retrieved 2010, from Poem Hunter: http://www.poemhunter.com/poem/there-is-no-frigatelike-a-book/
Frank, A. (2003.). The Diary of Anne Frank. New York: Doubleday.
Hallent, M., & Kavasek, B. (1996). Folk and Fairy Tales. Petersbourgh, Ont.: Broadview Press.
King, A., & Cavadini, F. (Directors). (2000). An Evergreen Island [Motion Picture].
Lean, D. (Director). (1946). Great Expectations [Motion Picture].
Media, A. (2010). In Search of the Novel. Retrieved 2010, from Interactive Workshops:
http://www.learner.org/workshops/isonovel/Pages/subpage1.html
Unknown. (n.d.). Our book for April 2008 - Mister Pip by Lloyd Jones. Retrieved 7 27, 2010, from Made in Tokio:
http://madeintokio.com/pdf/Mister%20Pip%20byApril2008.pdf
Wells, H. (1972). The outline of history: being a plain history of life and mankind. London: Cassell.
Wells, H. (1993). The War of the Worlds. Bloomington: Indiana University Press.
ASSESSMENT 1
Who? Self/peer/teacher : Self and teacher
Diagnostic/formative/summative: Formative
What will be assessed? Online reflective journal comments. At the end of each chapter read in the class, students will be given homework or a task to reflect on in
their online journals. The teacher will be the only person who has access to these sites and will judge the understanding of the text and change lessons accordingly.
ASSESSMENT 2
Who? Self/peer/teacher : Peer
Diagnostic/formative/summative: Formative
What will be assessed? [Tasks, checklists and marking criteria/rubrics should be attached separately]
The aim of the assessment is to look at how students have reflected on their performance and meaning in the performance. Moreover, through performance they will be able to
see what the understand and are clear about and what they are not.
This is a necessary exercise as the scene which follows this is of a tragic nature, to comprehend this scene is necessary to comprehend the following days events.
ASSESSMENT 3
Who? Self/peer/teacher : Self and Teacher
Diagnostic/formative/summative: Formative
What will be assessed:
The teacher will formulate the following lesson based on the understanding of the students. Students will write what they like or dislike about the novel and their
misunderstandings. This will be anonymous and will focus on the class wide textual understanding.
ASSESSMENT 4 – Who Owns the Novel?
Who? Self/peer/teacher : Pair
Diagnostic/formative/summative: Formative
What will be assessed: Marking schedule attached. Appendix 15
ASSESSMENT 5 – Escapism and the power of literature
Who? Self/peer/teacher : Pair
Diagnostic/formative/summative: Formative
What will be assessed: See marking schedule. Appendix 16
ASSESSMENT 6
Who? Self/peer/teacher : Teacher
Diagnostic/formative/summative: Summative
What will be assessed: based on NCEA Level 2 format. Marking schedule attached. Appendix 16
STUDENT LEARNING OUTCOMES: PRE-READING
Students will: at the end of this unit students will be able to (…. for example…)



Students will demonstrate understanding the role that scene and setting have in creating a story through a class discussion.
Students will share their knowledge on what a civil war is and different instances of Civil Wars globally.
Students will show understanding of how the thinking of a time and a place can be shown through literature as opposed to through facts, this will be completed in a
questioning inquiry after a reading of the Diary of Anne Frank.

Students will show how education and tragedy can be prevented comparing the text The War of the Worlds with current Civil Wars.

Students will demonstrate how different literature can transport us away from our own lives and how we respond to this through a fairy tale analysis and role play.



Students will develop their own argument and back it up with evidence through a response activity.
Students will show understanding of visual film techniques through the viewing and respond activity to the 1946 film version of Great Expectations.
Students will predict the plot of a novel based on a series of images. Analysing, understanding and grouping them.
DURING READING:

Students will demonstrate understanding of how a character can move from one text to another and away from a novel into our own minds and hearts through a
questioning activity.

Students will show understanding of perspective through making a reference their eyes when perspective is discussed in a class-wide reading.

Students will further demonstrate understanding of viewpoint by comparing and contrasting their own lives and to villagers in the novel.

Students will show successful contributing and participating skills through a role play.

Students will demonstrate understanding of the scene and the purpose of bring the parents into the class, through a role play.

Students will show comprehension of the similarities and differences in Matilda and Mister Pip by completing a Venn Diagram.


Students will use their listening skills to show whenever a picture, smell, sound and literacy device are used in passage of the text
Students will show understanding of perspective towards an event through a question-answer session of a character.

Students will comprehend the function that the novel Great Expectations plays in Matilda’s world through illustrating this impact in a marked static image.

Students will comprehend an important scene in the text where Mr. Watts re-tells his life through participating and viewing a role play.

Students will see how Matilda’s response to being told a story in not unique to her and how story-telling is used as an escape for the rebels through a class discussion of
an important scene.

Students will show understanding of the important plot points and character development that have led to the death of Mr. Watts and Dolores through making a spider
web connection map
POST-READING:

Students will show agreement, disagreement and misunderstanding through a post-box activity.

Students will reflect on their enjoyment, dislike and misunderstanding of a novel through a class post-box activity.

Students will show connections between scenes and their understanding of a particular part of the novel through a class presentation on a point misunderstood by students.

Students will show empathy and perspective towards a character through a written and oral presentation task of that character. This task will be recorded and responded to on
Voicethread.

Students will relate the background to the novel to clips from Australia on Demand through a class discussion.

Students will comprehend the innovation and survival techniques used by these people in times of tragedy through a class discussion.

Students will highlight the role film techniques play in shaping our viewpoint and emotion towards the text through a group discussion.

Students will show understanding of the links between themes and how they are expressed in a novel through a group theme study activity.

Students will comprehend how the reader can own a novel and a character in a novel through a think pair share activity.

Students will be able to formulate an argument based on a quotation by Nora Roberts in the novel, in an essay plan.

Students will show understanding of the role that Great Expectations plays in Matilda’s struggle through a question activity.
Lessons
Teaching and Learning Activities (read the assignment with great
care so you are clear on what needs to be included. All activities, focus
questions, task, strategies ned to refer specifically to your paticular novel
Assessment
Opportunities
Resources for each
section/activity
PRE-READING ACTIVITIES ( at least three, linked and outlined in some
detail so the way they are processed and structured and the key ideas for each
are included and LINK somewhere within your plan)
½ lesson
1. Introduction to the idea of Civil War and its destruction
Teacher will introduce the notion of civil war to students.
- think-pair-share – what is a civil war?
- discussion - instances of civil war in the world.
- Students will be introduced to a series of images of the civil war in
Bouaginville through a pre-prepared Photostory. Without giving instructions or
background information to students.
- Class discussion around the Photostory and the additional questions.
Discussion questions
1. Students will predict what is happening in the picture through a group
discussion,
2. They will try and predict who or what is in the image
3. Where the image is?
4. What do you consider has happened before this image has been taken?
Appendix 1
Diagnostic
assessment – seeing
what students know.
5. What do you consider to have happen before this image has been taken?
6. Narrate the thoughts of the people in the image
7. Predict that this is the scene to a novel you are writing? – what would the
scene be? – who would the characters be? – what would be the main action? –
how do you consider that the civilians out of this image are thinking? (what is
their role in the main action?)
- Students will then watch 3 short extracts of the documentary An Evergreen
Island. After each clip the teacher will explain the background to the clip either
surrounding the conflict on the island or mining in PNG. These clips are off
people on the island discussing the conflict. These will be placed on the
projector. http://aso.gov.au/titles/documentaries/evergreen-island/clip2/ An
Evergreen Island
- The teacher will explain this is the setting for the novel.
- Brainstorm in groups Why would this setting on an island be a good setting?
- The teacher will explain the literary lens of New Historical criticism to
students. They will be given attached notes.
2. Education linked to tragedy
½ lesson
-
Discussion about the New Historical criticism lens.
-
Although it is not concerned with the facts, it tells us ways of thinking at the
time. Discuss this in relation to the Diary of Anne Frank. Emphasis that the
diary was simply how Anne saw the events occurring in her world, it acts as
an example of the thinking of people at the time.
-
How do we see Anne Frank? What does her diary symbolise? What did that
diary mean for her?
Appendix 2
-
The teacher will place the quote from H.G. Wells “Human history becomes
more and more a race between education and catastrophe” on the whiteboard.
-
Think – Pair, share 1. discussing what they consider the quote to mean? 2.
How can catastrophe be prevented? 3. Why is it suggested that catastrophe
and education can be linked together in a race? 4. Why has the relevance of
this race increased over the years?
-
Students will be given the first chapter from the War of the Worlds by H.G.
Wells. The teacher will read out this chapter.
-
Teacher will give background to the book and its themes.
-
In pairs they will consider the quote about education and catastrophe in the
relation to the first chapter of the War of the Worlds. Class discussion around
this piece of writing.
- Consider that this is an attack on humans from the planet Mars, consider this in
the sense of humans V humans. What are the similarities and differences?
- How do the humans respond to this attack? What does it show about these
people?
- How does what is occurring to these humans similar to what other humans to
do others? Such as the civil war in Papua New Guinea? Or genocide in Sudan?
Germany?
Appendix 3
- Why do humans consider that they have the right to control other humans?
- How can we be educated in stopping this? What can be done?
- Do you think these attempts to educate the world would be successful?
- How do we continue to let the world make these mistakes? Have we not learnt
from the past?
3. Education/Escapism through literature – themes of novel
1
Tragedy will be contrasted to escapism through literature. Focus- although
we do not learn from tragedy and man-made destruction continues to exist,
through what means do we cope as humans in these times on tragedy.
Class question. Pair – Share. How do we cope in times of hardship?
What coping mechanisms do we have? What do you do to chill out
and relax after a stressful day?
- Consider a fairy tale.
- Students in groups of 4 will be given a fairy tale.
The task is to 1. Read the fairy tale. 2. How does the fairy tale make us
feel? 3. What parts of the fairy tale are happy? Sad? 4. Why are these
parts happy or sad? – what intention did the author have? 5. How can
these be used by both adults and children? 6. Why could a fairy tale be
used in times of hardship or tragedy? 7. What impact would it have?
Groups will present their findings of their fairy tale.
-
-
-
- Co-operative learning. Students will present their story tale with a
happy ending and with an unhappy ending. Students will be assigned the
role of either 1. Script writer. 2. Director 3. Organiser 4. Time-keeper.
Each person in a group must act in the story tale. Props will be provided.
- After these presentation. The teacher will ask students to write down
Appendix 4
which fairy tale they preferred and why. And to consider what story
would be the best to tell students in a time of hardship or trouble?
- The teacher will then explain the main points of the Tolkien article
‘Seeking Faith or Fantasy?’ to the class. These will be written as notes on
the whiteboard. The emphasis is for students to consider fairy tales not as a
fantasy but part of our minds creation. Moreover, to focus on the fugitive
power of fairy tales, as the reader can free those who cling to tightly to the
world currently. To transcend into a different world that of which they are
currently in.
- As a class extended students will read the document – Seeking Faith or
Fantasy? Tolkien on fairy stories for homework. The main points of the
reading will be summarised by the teacher and used in the next lesson.
4. Teacher will read – There is no frigate like a book by Emily
Dickinson x 2.
Escapism and fairy tales will be linked now to wider texts. How does literature
transcend us into worlds and how does it do it to us.
- Students will write their initial responses to the poem on small pieces on paper
and post these in a box without their names on top.
- The teacher will get students to read out the comment on the novel.
On the whiteboard will be three columns ‘We all agree’ ‘We disagree’ ‘We need
more information’.
Comments should relate to whether a book can be a frigate and take us away
from the reality of our lives. – if students do not see the theme of this poem, we
will discuss how a book can take us away from reality.
- Discussion - what do we do to escape our lives? Sport? Reading?
- What literature helps us to escape our lives? Is it similar to our own existence?
Or different? Do we have to relate to the characters that inspire us?
- Poem address how literature and reading can be used as escapism
- Students will consider how literature can be used as a tool of escapism
Appendix 5
- Students will address the role of a novel in the place of a civil war.
5. Introduction to Great Expectations.
2
Great Expectations does not directly connect to the previous lessons which focus
on literature being an escape through tragedy. The novel Great Expectations will
be described as a novel that is used in Mister Pip as an escape for the main
characters. It is however important not to give away too much of the plot of
Mister Pip while continuing to engage students.
- Will watch the five minute clip from the 1946 film of Great Expectations. This
clip is found on Youtube. It shows the first scene of the novel with Mister Pip
and the graveyard.
- After the first viewing, students will number themselves 1-4. The four members
of the group will focus on either sound, music, dialogue and camera angle.
Students will be analysing the role that these elements play in the clip
- Students of the same number will move and discuss the focus of the clip for
them. Two minutes to do so.
- Students will then return to their jigsaw groups and explain the role their focus
plays on the clip and the suspenseful environment created.
- Storyboarding activity
- Students will be given a series of pictures that show certain scenes
from Great Expectations. Students will have to put these in the order
that they predict the story will run.
- students will then be read the detailed picture book of Great
Expectations by the teacher, this will combined with key quotes from
Appendix 6
the novel to reinforce the picture book plot books.
- The images from the storyboard will be re-ordered through-out the
story to reinforce the images of the plot and reinforced with quotes from
the novel. At these key plot points, the reader will stop reading the story
and students will be asked to select one of the images seen previously
and select the image and the key quote.
- Optional for students to read the novel and if story not well
understood, class will watch the 1946 version of the novel.
- For less ability students, they will be able to take the detailed picture
book home with them.
DURING READING ACTIVITIES
1. Characters Migratre – Umberto Eco
Rationale: Introducing the concept of characters migrate, which is part of the
theme of using literature as escape.
1
Examine the quotation ‘Character’s Migrate’ by Umberto Eco to predict the
ways in which a character might influence the course of events or an
understanding of those events in the novel. This will prepare students for a group
reading of the text where student’s pay attention to perspective by focusing on
any word that makes reference to vision.
Group reading.
Distribute novels and form a circle. Students will open up the epigraph of the
novel. The teacher will say the quotation ‘Character’s Migrate’ and have students
respond to the following questions in pairs and further in their reading journal.
Then they will share with a group of 4.
- In what ways can character’s migrate?
-
How can character literally migrate?
-
How can characters figuratively migrate?
-
Are there any fictional characters that have had a strong influence on
your life? Explain them?
-
What purpose does this questioning serve at the beginning of the novel?
-
What is this called?
2. - Students will read the first 5 pages of the novel in a circle together. The
teacher will start and then nominate a student to read the next page or
paragraph. This student will then select another student.
- Whenever a student reads any word that makes reference to vision, the entire
class will point to their eyes. At the end of each paragraph the teacher will ask
how that reference to vision was used and what the novel might be trying to tell
us about the nature of Matilda’s understanding of the world.
* Student response in their online journal posts will relate to the character
Pop Eye or Mr. Watts
- What does Pop Eye look like?
- How is he different to the other people on the island?
- What are your first impressions of Mr. Watts and his wife?
- Is it important that Mister Pip is the last man left on the island?
Formative 1
1
3. Homework – students will read to the end of the Chapter Two.
Juxtaposition of perspective
Rationale: introducing the scene of the novel.
-
Student perspective – juxtaposition of perspective.
-
Students will pay particular attention to the opening sentences of Chapter
Two (ignorance of the outside world) and how the villager receive
information (newspapers V eavesdropping on parents)
-
Students will use performance to show the difference between two
paragraphs. Groups will be formed of approximately 6 students.
-
2 of the groups will be responsible for performing the first full paragraphs
on pg. 10 and the second 2 groups will be responsible for performing the
next immediate paragraph.
-
Students will work cooperatively. They will nominate roles 1) director 2)
time-keeper 3)organiser 4 &5) Script writer 6) props organiser
-
Students will be assigned to these roles but all students will perform inn
the scene.
* After these performances, the teacher will ask students to reflect in their
online journals these questions.
-
1
1.
How are these two paragraphs different? 2. Why are they juxtaposed
next to each other like this? – What does this suggest about the narrator
of the story? 3. Highlight the parts of the paragraphs that juxtapose the
connect to the closing down of Matilda’s school?
4. pg. 12-35
Student read in a circle in reading groups.
Formative 1
* Reading Response questions
1. If you have read Great Expectations, what did you think of it? Why does
it make such an impression on Matilda?
2. What do you think about Mr. Watts and his wife? What role does Grace
Watts play so far in the book?
Formative 1
3. Life in Matilda’s village is very different to anything most people have
experienced. What things in your life are essential, and what would you
live without? ‘We had our minds and we had our memories and,
according to Mr Watts, that’s all we needed’ (p.24). To what extent do
you believe in Mr. Watts’ assertion?
4. How important is the concept of gentlemen to Mr Watts? In what ways
does it influence his behaviour through-out the story?
5. 34-37 ‘Parents come to class’
Rationale: Seeing the impact of storytelling on others in the novel. Giving the
parents a sense of purpose in a time of tragedy.
- Class read of the three scenes with the three parents who come to the class.
- Co-operative learning task. The class will be broken into three groups. Each
group decides on roles for Mr. Watts, the parent, the parent’s child/relation, a
director, a writer and an organiser. Those who have the roles will also help the
script writer.
- Students will perform the script of the scene where the parents come to the
classroom.
1
* Reading Response questions they will respond to the process considering.
Recognise the emotions of the parents, whether they are proud, nervous,
angry – but also the behaviour of the child in the class. Are the children
happy that the parents are there? Why? Why not?
Formative 1
How do they express their emotion?
What is Mr. Watts doing while the parents speak?
What do his movements tell us about this thoughts?
.
6. P.37-78 – Individually read at home ‘Matilda and Mister Pip’
Rationale: Introducing Mister Pip and Matildas deep connection to him. Her
alternative life with him
1
-
-
Class discussion centred on the timeline of Great Expectations. Students
will explain, using textual references from the novel. Links to the novel
Great Expectations in Mister Pip. These will be brainstormed on the
whiteboard.
Students will draw a Venn diagram of the similarities and differences
between Matilda and Mister Pip. Students will be able to draw these into
the diagram instead of writing.
7. 78-99 –Class read. ‘Picture, smell, sound or literacy device’
1
8. - Teacher will start and then nominate a student
- Each time a picture, smell, sound or literacy device enters their moods, students
must raise walk up to the whiteboard and take a symbol for what they have each
heard. Students only need to have one symbol and they must take it and write
down the image they have heard. After the passage is read, the teacher will ask
each student what image they heard and what Matilda was describing. Questions
of prediction and creation will be included in this process.
9. 99-107 – Individually read at home – Who is Mister Pip?
Rationale: Introducing a difficult part of the novel. Seeing the role that Great
Appendix 7
Appendix 8
Expectations plays to the villagers. Rising actions.
1
- Jigsaw perspectives activity. The class will be split into six groups.
- Each group will be given either Matilda, Mr. Watts, Dolores, Grace, the
Redskin Soldiers or the rebels.
- Students will read the section of the chapter that relates to their character.
- Students will brainstorm the attack and the impact that the character had on it.
This will involve reflecting on previous reading but also prediction. Putting
themselves in the shoes of the character.
- Students will create interview questions and one of the group members will be
the character. Members of the group will go up to the main character one-by-one
asking them questions which relate to the attack.
- If the class member cannot answer the question, the students from the group
maybe able to re-word the question or help them answer this
- Each group will present to the class. Each student will be given a perspectives
sheet where they will fill in the necessary information under the title. This will
involve note taking skills and listening.
10. 107-136 – read in reading groups –‘Escape’
Rationale: Highlighting how far Great Expectations has taken Matida away from
her present situation. Important quote.
- Class discussion around the quote ‘The world Mr. Watts encouraged us to
escape to was not to Australia or Moresby. It wasn’t even another part of the
island. It was the nineteenth-century England of Great Expectations. We were
working our way there on assisted passage’.
- Activity. What is the same, what is different?
- Students will create a static image illustrating the migration of Matilda and
her classmates to another world
Formative 1
- The teacher and students will discuss the criteria with which it will be
marked
- The instruction from the teacher will be that it 1) must show the similarities
Appendix 9
and differences between Papua New Guinea and 19th Century England. 2)
Both Matilda and Mister Pip must feature on the poster. 3) it must include
some quotes from both Great Expectations and Mister Pip 4) The theme of
migration and literary escape must be shown in the static image.
1
* Reader Response
1. What are the similarities between 19th century England and 20th century
Papua New Guinea?
2. What are the differences between the two places?
3. What does Matilda enjoy about the world of 19th century England?
4. How is the theme of migration shown in the novel? How does Matilda
migrate to this world?
5. Explain in a paragraph answer, why your static image illustrate the
migration and escape of Matilda to 19th century England
6. What improvements would you make if you did this again?
7. Whose static image effectively displayed the theme? (this is anonymous).
Why did they do which worked well for their poster?
8. Was this a good exercise? Would you enjoy more visual activities?
11. 136-171 – Formative assessment. Shared reading in the classroom. – Mr
Watts and his story.
Rationale: Important part of the text
-
As a class we will read the selected scene aloud.
Together we will have a short discussion making sure all students
understand exactly what is going on in the text.
Students will be split into small groups (about 5 or 6 per group).
Together the group will create a narrative for their scene and make the
necessary decision as to how they will act it out. Where will they stand?
How will they portray emotion without words? How will the Redskin
Soldiers act towards the village members? Will they use props? Etc. Each
group must assign one student to read their version of the scene aloud as
the other students silently act it out.
Formative 2
Appendix 10
-
Students are allowed to use props found in the classroom to aid their
production and will be allowed 15 minutes to work.
- Students will then perform their shows in front of the class.
As we watch the performances, we will note how each group portrayed actions.
Formative 1
1
- Post Discussion- the fireside conversation. These provide another way for
Matilda to escape her life.
1. Why do the rebels stay for so long and listen so attentively?
2. Are they escaping through their imaginations and Mr. Watts speaking, too?
3. What does this say about human nature?
4. Also, discuss the religious nature of Mr. Watts storytelling.
5. Stress the importance of the number seven and discuss the section where he
talks about the Queen of Sheba with Dolores.
* Reader response
1
- What did they do differently? What did they do the same? Why did they
make these decisions? How did the actors feel? Did they accurately portray fear?
This group activity will facilitate discussion of the novel and discuss specifically
what is going on in this scene.
Teacher is looking for:
- Were students able to correctly interpret and portray the scene?
- Were they able to effectively adapt the text into actions?
- Were they creative with their use of props and costumes?
- Was their narrative aligned with the actions of the actors?
- Did they gain a greater understanding of the scene from this close reading
activity
12. Teacher read 171-181 – Death
- Rationale: stopping due to an emotionally important part of the text. Seeing the
reaction of Matilda to death around her.
Appendix 11
- Activity – connection map.
- Using the characters Mr. Watts, Dolores and Matilda.
- The class will be split into groups. Students will make a spider web connection
map. The final step in the connection map will be the deaths of Dolores and Mr.
Watts.
- Students must make connections between character and events that led to the
eventual murders of Mr. Watts and Dolores. Students must add the events from
the book that led to their murder but further consider the physical and emotional
reasons that led up to their deaths.
.
13. 181 to the end of the novel – individual reading
* Reader response reflection homework.
Questions from novel
1. ‘A gentlemen is a man who never forgets his manners, no matter the
situation. No matter how awful, or how difficult the situation… Money
and social standing don’t come into it. We are talking about qualities.
And those qualities are easily indentified. A gentlemen will always do
the right thing’
How important is the concept of the ‘gentleman’ to Mr Watts? In what ways
does it influence his behavior through-out the story?
2. What was your favourite story or piece of advice shared by the children’s
parents and relatives? What kinds of information and understanding do
you think are most important to communicate to our children?
3. ‘Some stories will help you find happiness and truth. Some stories teach
you not to make the same mistake twice’ (p.53). How does Great
Expectations influence the villagers? How do stories affect and change
us? What stories have had the most impact on you?
4. ‘Now listen. Faith is like oxygen. It keeps you afloat at all times.
Formative 1
Sometimes you need it. Sometime you don’t. But when you do need it
you better be practiced at having faith, otherwise it won’t work. That’s
why the missionaries built all the churches. Before we got those
churches we weren’t practicing enough. That’s what prayers are for –
practice, children. Practice.’ (p.37)
To what extend would you agree with Matilda’s mothers’ ideas about faith
and prayer? How would you describe faith to someone?
5. ‘I knew that orphaned white kid and that small, fragile place he squeezed
into between his awful sister and lovable Joe Gargery because the same
space came to exist between Mr. Watts and my mum. And I knew I
would have to choose between the two’ (p.40)
What different ways of living and viewing the world do Mr Watts and Matilda’s
mother represent? How far is it possible to reconcile their perspectives and
values? How is Matilda caught between the two characters and to what extent
does she end up choosing between them?
9. What significance do names have in the book? Why do you think Mr
Watts takes the name of Mister Pip?
10. Who was to blame for the way events turned out? What did you think of
Matilda’s mother’s actions at the climax of the story? What would you do
if faced with a similar situation? A number of characters end up making
big sacrifices. In what ways are these actions similar to the sacrifice Jesus
made for us, and in what ways do they differ?
11. What difference does it make to find out that Mr Watts had abridged
Great Expectations as he read it? How do Matilda’s later discoveries
about him affect the way you view the character?
12. How did you feel about the way Matilda responded to everything that
happened? Were you satisfied with what she went on to do with the rest
of her life? Is there an appropriate response to someone sacrificing their
life for you?
POST-READING ACTIVITIES
1
1. Student analysis exercise of the novel
Formative assessment –
- First, have students take out a piece of paper and write down at least one
comment, questions, misunderstanding, or opinion about Mister Pip.
- Any issues they have had with the book should be written down. Students will
not write their names but will hand these into the teacher.
- For the following lesson, the teacher will allocate a group a question or
misunderstanding from the book.
- Depending on the number of comments, questions, misunderstandings or
opinions that have been heard, the groups or pairs will research and answer these
questions.
- These will be written up on large A3 sheets and presented to the class. The
teacher will reinforce finding evidence for your answer whether from the text or
what has previously been discussed in class.
2.
Appendix 12
Appendix 13
.
1
Formative 2
Character analysis.
- Students will select a character and imagine that they are interviewing this
character at a critical time in the text. This is developed from similar activities
earlier on in the text.
- Students will select the scenario from a hat. Each student will be given a
scenario.
- Students will be told to put themselves in the shoes of Lloyd Jones – when he
was an investigative journalist and to interview these characters surrounding
these events. Students will show both perspective and empathy.
- Students will write the questions to the task and answer these themselves.
- We will start the task by brainstorming what qualities and journalist has and
what the intention of a journalist would be. Consider the questions carefully.
- Each student will present their character analysis to the class and will be filmed
and placed on a class Voice Thread. The character analysis of events will follow
the continuation of the novel.
- Students will now have a permanent record of character on the internet for
revision.
1
3. Character and Civil War
- As a class we will re-watch the clips from Australia on Demand regarding the
civil war in Papua New Guinea.
- After the first clip, we will stop and ask students what has happened? Why has
it happened? How does this relate to the novel Mister Pip? What instances were
there when ingenuity was shown in the novel? How did the people survive when
their houses and possessions were burnt? The first clip shows the ingenuity of
people at the time regarding coconut gas fuel.
- The second clip focuses on the mine. Particular emphasis on the music played
whenever the mine is mentioned and shown.
- Discussion will focus on the impact of the mine. What environmental impacts
would the mine have? What parts of the novel highlight the environmental
disaster of the mine? Imagine that a foreign company (British?) come to this area
and mine our land without giving back to the community or helping us out, but
taking the profits back to Britain. How would you feel? What would you want to
do?
- Will discuss film techniques focused on in our previous unit while looking at
the texts. Students will re-watch this clip and discuss the film and sound
techniques used and the purpose of using these techniques.
- Discussion/reflection on text– how do people cope in a time of hardship? What
experience do we have of problems? How do you respond when you have
problems at home? With friends?
- What does Great Expectations bring to Matilda?
- How does she see Mister Pip?
- What does Mr. Watts do for the people of the village?
- Why does Dolores respond as she does to Mister Pip?
- What impact does Mr Watts story at the end of the novel have on the Red
Skins? Why would it have such an impact?
Appendix 14
1
4. Book Review and theme discussion activity.
- Individually students will read the review.
- First – class discussion centred on the quote ‘Where they have burned books,
they will end up in burning human beings?’ Emphasis – what is meant by this
statement?
- Students will read review.
- Class discussion on theme of Mister Pip.
- What themes are in the novel?
- How are these themes emphasised?
- In groups – using the reading. In groups students will analyse the themes
discussed. Their analysis will highlight 1) how the theme is first introduced
(page number included 2) how the theme is shown in the novel (instances with
page numbers), 3) how the main conflict involving the theme is created? 4) How
the main conflict involving the theme is ended? 5) What is the theme? 6) What
do you suggest is the intention of the Lloyd Jones in highlighting this theme?
- These will be presented to the class. The teacher will type up these notes and
formulate them into a handout for students on the main themes.
1
4.
Appendix 15
Class watch the first half of ‘Who Owns the Novel.’
- Students will play special attention to what the speakers say regarding who
owns the novel and how readers get involved in a story.
- After watching the clip the teacher will write on the whiteboard
“As we progressed through the book something happened to me. At some point I
felt myself enter the story. I hadn’t been assigned a part—nothing like that; I
wasn’t identifiable on the page, but I was there, I was definitely there” (46,47).
- Discussion – Think – Pair- Share.
- How does the video reinforce the quote? Consider what Nora Roberts states
that once you form the picture in your head it (the novel) belongs to you? When
do you think the connection occurs? Why do you think Matilda finally connected
with the novel? What allowed this connection to happen? When is reading a
Formative 3
novel no longer “a one-way conversation?” How does this connection happen to
you?
- Practice essay writing – Do you agree with this statement?
Students will plan out an essay answering the question ‘Nora Roberts states that
once you form a picture in your head it (the novel) belongs to you. Do you agree
with this statement? Consider the novel Mister Pip and how the characters
respond to this.
Appendix 16
1
5. Theme of escapism and the power of literature.
- revisit – 1)How do we escape? 2)What do you do to escape your reality?
3)Whether to calm down or to not face the world around you? 4)Why do we
escape?
- Literature focus – 1. What novels do we read? 2. Why do we like these novels?
3. How are they similar or different to our own lives? 4. Do we like the
characters? 5. Dislike the character? 6. Relate to the characters? 7. Growing up,
what types of literature did we use to escape reality? 8. Why genre of novels
helps us do this?
- How is 19th century England different to the reality of island life for
Matilda? What world does she prefer?
- Considering Great Expectations shapes Matilda’s life, how does it change her
life?
- Individually – for weekend homework. Students will answer the question
‘What impact does literature have on my life? And how does this compare to
how Matilda saw Great Expectations and the character Mister Pip?’.
- The intention of this activity is for students to hook the plight of Mister Pip to
their own lives. Students will link their own personal experience with novels and
literature with the novel Mister Pip.
Formative 4
6. Summative assessment. Novel study essay.
Answer one of the following questions – both class and homework time
given.
1. Readers are often challenged by controversial or difficult issues or ideas.
Summative 1
Analyse how an issue or idea in a text you have studied challenged you to
alter or develop your ideas.
2. Readers will often think about characters long after a text has been finished.
Analyse how the writer made a character or characters memorable for
you in a text you have studied.
3. Readers often respond to texts by comparing the time and place in which the
text is set with their own society.
Analyse how the setting of a text you have studied caused you to examine
aspects of your own society.
4. Readers need to make a connection with a text for the reading experience to be
satisfactory.
Analyse how your experience of reading a text you have studied was
either satisfying or unsatisfying.
5. Many writers set out to explore the nature of human experiences, such as love,
grief, revenge, or racism.
Analyse how a text you have studied explores an aspect of human
experience.
6. The structure of a text is important in controlling the rise and fall in tension.
Analyse how a text you have studied has been structured to achieve
impact
EXTENSION ACTIVITIES/ RESOURCES etc.
Include……