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Transformation & Writing

Transformation and Writing Workbook

A Writing Unit for Year 7

Michelle Scheiwiller 23446730David Harris 22561854

Rebecca Schultz 19602405Allaana Bills 12063118


Contents Page:Introduction 3-4

Transformation and Personal Narrative 5-25

Lesson 1: The Basic of Writing: Language and PunctuationLesson 2: Concept Map/Letter on Transformation Lesson 3: Transformation and Powerful Personal Narratives Lesson 4 & 5: Structure of a Personal Narrative Lesson 6: Diary Entry and Transformation

Transforming Through the Senses 26-61

Lesson 1: A Sensory ‘take’ on LifeLesson 2: Building a Sensory Tool-kitLesson 3: Sense and ImageryLesson 4 & 5: Transforming Through the SensesLesson 6 &7: Sensory Smorgasbord

Fairy Tale Transformations 62-76

Lesson 1: Favourite Fairy TalesLesson 2: Traditional Fairy TalesLesson 3: Media Fairy TalesLesson 4: Twisted Fairy TalesLesson 5: Fairy Tales Transformed

Transforming the Opinion of Others 77-95

Lesson 1: What do you think?Lesson 2: Reading OpinionsLesson 3: What do they think?Lesson 4: Structuring and Planning a Persuasive TextLesson 5: Writing a Persuasive Text

Appendix: See attached documents


Transformations

A writing unit for year seven English.

In “Transformations” students will develop their writing skills by utilising a range of writing techniques to produce texts for specific purposes and audiences. This unit assumes that writing encompasses not just the act of putting pen to paper, but the ability to examine one’s own thoughts, to read critically, and to reflect on the outcome of your work. The unit is divided into four narrative types: personal, imaginative, performative and persuasive.

The theme of transformation acts as a vehicle for writing in manifold ways. It is particularly apt for students in year 7, when they are undergoing profound physical, cognitive and emotional changes while making the challenging transition from primary school to high school.

Students should understand that all writing relies to some extent on transformation through crisis and resolution, development of character, or the construction of beliefs and theories. All writing seeks to elicit change in the reader. All acts of reading and writing are transformations themselves, as words become meanings with significance to ourselves.

This theme offers the opportunity to engage students in consideration of topics relevant to their lives, to encourage higher-level thinking and creativity, and for students to develop an understanding of the elements and purposes of different styles of writing.

Section 1: Transformation through personal narrative.

The intent of this lesson sequence is for students to develop a greater understanding of their personal experiences in relation to transformational experiences. The lessons will guide the students through different forms of personal narratives including letters, diary entries, journals and short stories.

From the lesson sequence, the students will acquire skills to write personal narratives. Furthermore, they will gain new insights and understandings of their personal experiences of transformation.

Section 2: Transforming through the senses.

The intent of this lesson sequence is to assist students to explore the power of language and how we can transform a reader’s perception and experience of things by invoking the senses and using sensory effects in creative and other writing.

The choice of theme (transforming through the senses) offers a rich set of opportunities for students to engage with their writing, to bring experiences beyond writing to their writing and deals with matters easily accessible to most students: their everyday sensory experiences.

The focus of the lesson sequence is on choice (the students drive the activities they undertake), on experience (the lessons are constructed around active students and discovery through


experimentation) and on interaction (students provide feedback on each other’s work and there are opportunities for the class to discuss topics and read their work).

Section 3: Fairy Tale Transformations

This sequence of lessons aims to use a familiar story form to introduce students to the concept of genre and to have them produce a piece of writing that meets the demands of a particular genre, even as they subvert it. They will read and perform fairy tales, consider modern and subversive versions of fairy tales, and finally produce their own twisted and transformed fairy tale.

The sequence emphasises group and oral work, reflecting the original transmission of fairy tales and enabling the students to enhance their social skills, their ability to communicate verbally and their ability to listen actively to others. Their final piece of writing will be created for performance.

Section 4: Transforming the Opinion of Others.

The intent of this lesson sequence is for students to begin developing opinions about controversial issues that are relevant to them. The lessons then guide them to be able to effectively communicate these opinions orally and in writing. The final aim is for students to be able to use written language to transform other people’s opinions: thus the title transforming the opinion of others.

The lesson teaches the basics of persuasive writing and requires students to take on the role of the authority in a subject. Persuasive writing is a key skill that will be used repeatedly in the years ahead.

Lesson Outcomes

Lesson outcomes are specified for each section and are informed by the Victorian Curriculum and Assesment Authority’s Victorian Essential Learning Standards (VELS), Discipline-based Learning Strand: English, Levels 4 and 5.


Transformation through personal narrativesAmong others, Bruner (1986) and Gadamer (1977) assert the narration of human experiences develops a greater understanding of those experiences. The intent of this lesson sequence is for students to develop a greater understanding of their personal experiences in relation to transformational experiences e.g. starting high school. The lessons will guide the students through different forms of personal narratives including letters, diary entries, journals and short stories. From the lesson sequence, the students will acquire skills to write personal narratives. Furthermore, they will gain new insights and understandings of their personal experiences of transformation.

Curriculum Alignment: VELSConsistent with VELS level 5, the ‘Transformation through Personal Narratives’ lesson sequence includes the following outcomes:1. Students develop an awareness of how the use of language varies according to context, purpose and audience.2. Students compose sustained narratives with some control of main plot and sub-plots and consistent character

development 3. Students develop effective use of vocabulary and sentence structures appropriate to the intended purpose of

the text 4. Students develop effective use of strategies for redrafting, editing for audience appropriateness, prioritising and

sequencing ideas5. Students improve the accuracy and readability of their writing, developing confidence in the identification and

use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons.

6. Students develop an understanding of tenses, and subject–verb and noun–pronoun agreement. 7. They accurately identify and use different parts of speech. 8. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling,

punctuation and grammatical errors.

Please Note: This unit assumes the students have already completed a unit on appropriate language use and punctuation e.g. pronouns; full commas etc. The first lesson in the unit is therefore only a revision of language and punctuation.

Lesson Sequence for Personal Narrative (Transformation): (60 Minute Lessons)Lesson 1: The Basics of Writing: Language and PunctuationLesson 2: A Letter on Transformation: Concept Map and Letter Structure.Lesson 3: Transformation and Powerful Personal Narratives: ‘I Have a Dream’.Lesson 4&5: Structure of Personal Narrative Short Story: ‘What is you dream?’Lesson 6: Structure of Diary Entry: ‘An Important Transformation’.


Lesson 1: The Basics of Writing: Language and Punctuation Some Important Definitions for Writing Stories.

Abstract Nouns: Names qualities, emotions, ideas, states and actions. For example; truth, love, anger, happiness.

Adjective: Any of a class of words used to limit, qualify or describe a noun. For example; a wet and cold day.

Apostrophe: A symbol (‘) written above the line to mark the omission of a letter or letter’s from a word, to indicate the possessive case, and to denote certain plurals. For example; they’re which stands for they are.

Autobiography: The story of a person’s life written by that person.

Collective Nouns: Nouns which name a collection of people, animals or things. For example; a school of fish.

Comma: Inserted in sentences where a natural pause would occur if you were reading aloud. For example; my mother, the world’s best cook, is coming to dinner tonight.

Common Nouns: Names a general name rather than a particular person, animal, place or thing e.g. book, girl, boy, laptop, world, rabbit.

Diary/Journal: Usually a daily account of what happens in a person’s life/day.

Narrative: Something narrated, as an account, story or tale. For example; novels, short stories, personal narratives, soap operas, myths, comic strip.

Nouns: A word used as the name of a thing, quality or action. Examples listed below.People: student, teacher, boy, girl, Shane Crawford etc...Places: mountains, school, park, Sydney etc...Things: chair, television, playstation, thongs etc...Feelings and qualities: love, happiness, hope, anger, tiredness.

Plural Nouns: Stands for two or more people, places or things e.g. boys, girls, teeth.

Pronoun: A word that may be used instead of a noun or noun phrase, as an adjective, or to introduce a question i.e. I, me, my, us and our. For example; ‘I went to the park’.

Proofread: To read and correct.

Proper Noun: Proper nouns ALWAYS start with a capital letter. They name a particular person, place or thing e.g. John, Sarah, Sydney, Friday, April, England.

Quotation Marks: Used around words which are actually spoken by a person/character. For example; “Do your homework”, her mother said.

Singular Noun: Stands for one person, place or thing e.g. boy, girl, tooth.

Verb: Doing words which usually express action. For example; jump, sing, roar.


Lesson 1: Worksheet 1

Revision: Using Appropriate Language and Punctuation

Activity 1: Circle the following words from the personal narrative below in the appropriate colours.

Abstract nouns (red)Adjectives (blue)Common nouns (green)Pronouns (orange)Proper nouns (purple)Verbs (yellow)

I went over to my window and opened it and packed a snowball with my bare hands. The snow was very good for packing. I didn't throw it at anything, though. I started to throw it. At a car that was parked across the street. But I changed my mind. The car looked so nice and white. Then I started to throw it at a hydrant, but that looked too nice and white, too. Finally I didn't throw it at anything. All I did was close the window and walk around the room with the snowball, packing it harder. A little while later, I still had it with me when I and Brossard and Ackley got on the bus. The bus driver opened the doors and made me throw it out. I told him I wasn't going to chuck it at anybody, but he wouldn't believe me. People never believe you.

(except taken from chapter 5; Salinger, J. (1951), The Catcher in the Rye)


Activity 2: Some punctuation marks are missing from the passage below. Insert the following appropriate punctuation marks in the following passage: Apostrophes, capital letters, commas, full stops, question marks and quotation marks.

What on earth is going to happen? I wondered Would tweedie choke? Would he strangle Might his throat get blocked up completely? was she going to kill himthe Matron stepped back a couple of paces and folded her arms across or rather underneath her massive chestnothing happened. Tweedie kept on snoring.Then suddenly he began to gurgle and white bubbles grew and grew until in the end his whole face seemed to be smoothered in a bubbly foaming white soapy froth It was a horrific sight. then all at once tweedie gave a great cough and a splutter and he sat up very fast and began clawing at his face with his hands. Oh! he stuttered. Oh! Oh! Oh! Oh no! Wh-wh-what’s happening Wh-wh-whats on my face Somebody help me!

(excerpt taken from Boy, Roald Dahl)


Lesson 1: Teacher’s notes: The Basics of WritingAim: For students to develop their punctuation for the purpose of writing a personal narrative Objectives: By the end of this lesson, students would have demonstrated their understanding of nouns,

pronouns, capital letters, punctuation etc Learning Outcomes:

Map back to the learning outcomes defined in the introduction which highlights VELS Level 5.

Risks: Students may be at different levelsTotal Time:60 minutes

Activities:Dictionary definitionsActivities from work book

Resources:Pens, grey led, white board markers, work book

10 minutes The students will use their workbook for this unit, beginning with dictionary definitions and examples of nouns, pronouns etc. As a whole, randomly select students to read out the definitions. Asks the class if they need further explanation after each definition. If so, they explain further. If not, randomly ask students for examples. For example; ‘John could you please give me an example of a pronoun’.

15 minutes The students will complete activity 1. As the facilitator, walk around and answer any questions students may have. Please note: it is important that teachers help students but still allow them to think for themselves. Therefore, it is advised to not directly give students the answer.

Activity 1

10 minutes Once the students have completed the activity, ask them to swap their worksheet with the person next to them to mark. As a class, go through the answers together allowing randomly selected students to answer.

Activity 2

15 minutes The teacher should explain activity 2 and allow time for the students to complete.

10 minutes Once the students have completed activity 2, ask them to swap their workbook with the person next to them. As a class, the teacher will go through the answers together by marking/correcting the paragraph in a red marker on the white board. Please note: it is necessary for the teacher to write the original version of the paragraph on the board before this point.

Assessment and rationale

As this is the first task in the unit, the assessment for this lesson will be formative. This task will primarily inform the teacher about student skills, understanding and knowledge in regards to punctuation, capital letters and the use of nouns etc. It will also highlight whether further work needs to be implemented by the teacher to ensure students use these literary concepts correctly before they begin their writing portfolio.

References Sadler & Hayllar, (2000) Texts in Action: An English Workbook, South Yarra: Macmillan Education.Salinger, J. (1951) The Catcher in the Rye,www.nmsa.orgwww.vels.vcaa.vic.edu.auhttp://www.amazon.com/Boy-Tales-Childhood-Roald-Dahl/dp/0141303050#reader_0141303050

http://www.amazon.com/Boy-Tales-Childhood-Roald-Dahl/dp/0141303050#reader_0141303050

http://www.amazon.com/Boy-Tales-Childhood-Roald-Dahl/dp/0141303050#reader_0141303050

http://www.vels.vcaa.vic.edu.au/

http://www.nmsa.org/


Lesson 2: A Letter on TransformationActivity 1: Concept Map. In you exercise books, draw the following concept map inserting your own answers into the balloon statements.

Who Am I? (My name

is:)

I like/dislike high school.

My feelings about myself.

What my favourite subjects are.

How I felt before I started

high school.

How I feel about high school now.

I fit in / don't fit in at high

school. My relationships with my teachers.

What I want to be when I grow up.

What high school is preparing me

for.

My personality traits, e.g. Hard working, quiet.

What I am happy/sad

about about.

My relationships with my peers.


Activity 2: Letter to your teacher from last year.Using the ideas presented in your concept map, write a letter to your teacher from grade 6. Explain how you have changed/transformed since you have started year 7. The following worksheet will help you draft the letter. Remember: If you start writing about a new topic- start a new paragraph.

Name:..……………………………..Address:..……………………………..

……………………………….……………………………….

Email Address:……………………………….

Date:………………………

Dear Mr/Ms/Mrs…………………………….,

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Yours sincerely,Signature……………………………………….Full Name..…………………………………….


Lesson 2: Teacher’s notes: Letter to Teacher Aim: For students to creatively reflect on their transition from grade 6 to year 7

by writing a letter to their teacher from the previous year.Objectives: To construct a letter which demonstrates how the student felt before they

started high school and how they feel now.Learning Outcomes:

Map back to the learning outcomes defined in our introduction which highlights VELS Level 5.

Risks: Students may be at different levelsTotal Time:60 Minutes

Activities: Resources

10 minutes The teacher sets the room up into clusters of approx. 4 students. The students are asked to write down two lists. One list of words that describe how they felt about coming to high school e.g. ‘scared’. The other list about how they feel now e.g. ‘excited’.

20 minutes The teacher explains activity 1 and allows the students time to draw/complete their concept map individually.

Activity 1

30 minutes The teacher asks the students to individually write a letter to their teacher from last year using the activity 2 template.

Activity 2

Assessment and Rationale

The students should hand their letter in for formative assessment purposes/feedback.

References www.vels.vcaa.vic.edu.au



Lesson 3: Transformation and powerful personal narratives

Activity 1: Read the following two excerpts together as a class. Although they are different, they are both powerful personal narratives.

MARTIN LUTHER KING

‘I Have a Dream’Martin Luther King's Address at March on WashingtonAugust 28, 1963. Washington, D.C.

This is an excerpt from his famous speech:

I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal."

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood.

I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today.

I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the words of interposition and nullification, will be transformed into a situation where little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers.

I have a dream today.

I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring."


And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania!

Let freedom ring from the snowcapped Rockies of Colorado!

Let freedom ring from the curvaceous peaks of California!

But not only that; let freedom ring from Stone Mountain of Georgia!

Let freedom ring from Lookout Mountain of Tennessee!

Let freedom ring from every hill and every molehill of Mississippi. From every mountainside, let freedom ring.

When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!"

Don Quixote ‘I am I’

I am I, Don Quixote, the Lord of La ManchaDestroyer of evil am I


I will march to the sound of the trumpets of gloryForever to conquer or die

Hear me heathens and wizards and serpents of sinAll your dastardly doings are past

For a holy endeavor is now to beginAnd virtue shall triumph at last! I am I, Don Quixote, the Lord of

La ManchaA name all the world soon will know

And the wild winds of fortune will carry me onwardOh whither so ever they blow

Whither so ever they blowOnward to Glory I go

I am I, Don Quixote, The Lord of La ManchaA name all the world soon will know

And the wild winds of fortunewill carry me onward

Oh whither so ever they blowWhither so ever they blow

Onward to glory I go!


Lesson 3: Question and answersActivity 2: After reading the two power personal narratives; ‘I Have a Dream’ and ‘I am I’, answer the following questions.

Questions on Martin Luther King’s ‘I Have a Dream’:

1. What stands out in Martin Luther King’s Speech?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. In ‘I Have a Dream’, what effect does the repetition of certain words/phrases have on the reader? For example; ‘Freedom’and ‘I have a Dream’.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. How do you feel after reading Martin’s Speech?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. In his personal narrative, what details show what Martin’s life has been like in the past?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. Why do you think Martin wrote this personal narrative?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Questions on Don Quixote’s ‘I am I’:

1. What stands out in Don Quixote’s ‘I am I’?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. What effect does rhyming words have on the reader?


……………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. How do you feel after reading ‘I am I’?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. What does Quixote want to change? Why?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Questions on both personal narratives:

1. Which personal narrative do you think is the most powerful? Why?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. List and explain 3 differences between the 2 narratives.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Which is your favourite personal narrative ‘I Have a Dream’ or ‘I am I’? Why?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. If you could change something, what would it be? Why?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Lesson 3: Teacher notes: ‘I Have a Dream’

Aim: Students will look at the ‘powerful narrative’ examples and answer questions.Objectives: To define and demonstrate powerful personal narratives.Learning Outcomes:



Activities:Reading the two powerful personal narrativesActivities from work book


The students will use their workbook for this lesson. The teacher will randomly select students to read the excerpts aloud in class.

Activity 1

Briefly ask students questions regarding the two excerpts, promoting a class discussion on them. In clusters of 3 or 4 students, ask them to complete activity 2. Allow the students to discuss the questions/answers in their clusters.

Activity 2


Formative assessment. Will allow the teacher to develop an understanding of what level the students are up to in terms of understanding texts.

References www.mlkonline.net/dream.htmlhttp://www.absolutelyrics.com/lyrics/view/linda_eder/man_of_lamancha_-_i_don_quixote/www.vels.vcaa.vic.edu.au


http://www.absolutelyrics.com/lyrics/view/linda_eder/man_of_lamancha_-_i_don_quixote/

http://www.absolutelyrics.com/lyrics/view/linda_eder/man_of_lamancha_-_i_don_quixote/

http://www.mlkonline.net/dream.html


Lesson 4 & 5: ‘I Have a Dream’: Writing your own personal narrative

Activity 1: Read the following together as a class.

Structure of a Personal Narrative

Personal narratives are personal recounts of the writer’s experience(s) which are often retold in the form of a short story. The events described in a story are from the writer’s point of view and are told in first person (see below). Thus, pronouns are used throughout the personal narrative i.e. ‘I’, ‘me’, ‘my’, ‘us’ and ‘our’. Personal narratives are structured/include a beginning, middle and an end (see below).

First, Second or Third Person?

First person writing uses 'I' and 'we'. 'I' writing is personal, but 'we' is often used collectively to refer to an organisation or group. For example; ‘We went to an orientation day at our new high school’. With second person writing, you talk directly to your reader using 'you' language. The second person is used extensively in marketing material and also to provide information. For example; ‘You should buy this Sham Wow product’. Third person writing uses 'he', 'she', 'it' and 'they'. It is more formal than the first and second person and is often used in reports, policies, newspapers and textbooks. For example; ’She is devastated at the impact the floods had on her home’.

Writing: Beginning, Middle and End

The structure of a personal narrative follows a pattern with a beginning, middle, and end. Each of the three parts of the narrative fulfills a distinct purpose.The Beginning:Here the author hooks the reader by introducing the main characters and their goals, the setting, and the main conflict. It briefly tells the reader who, when, where, what and why in regards to characters, the time, the place and direction of the story. It sets the mood and tone which should be consistent throughout the story.The MiddleHere a series of events or complications occur, leading to an increase in the tension. This is also where the characters change and grow as they deal with the conflicts they face. The conflicts test the characters courage, determination and other qualities. Some of the minor crises are temporarily resolved, but the story continues in the direction of a major crisis, or climax.The EndHere the main conflict or crisis is resolved, and the loose ends are tied up. A resolution is achieved and a good ending leaves the readers satisfied—even if the reader isn’t happy with the way things turned out!

Activity 2: Write your own personal narrative Remembering the excerpts from your last lesson (‘I Have a Dream’ and ‘I am I’), write your own

powerful personal narrative. Your personal narrative should be about something about yourself. It should be a about something you have strong feelings for E.g. Bully’s picking on you personally OR no

matter how hard you try at school you always get bad grades. You can write about ‘Your Dream’ if you chose E.g. what you want to be when you grow up.


Activity 3: Writing ReflectionOnce you have finished your powerful personal narrative, complete the following reflection.

Author………………………………………Title of Story……………………………………………

What did you want to show your reader in your personal narrative? Do you think you showed what you wanted to show? Why? Why not? Explain.

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

What is your favourite part of your personal narrative? Why was it your favourite part?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

What was the hardest part of writing this personal narrative? Why was it hard?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

What did you learn about yourself (or other people represented in your story) when you wrote this personal narrative?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….......................................................................................................


‘What is your dream?’Lesson 4&5: Teacher notesAim: For students to develop their own powerful personal narrative on something they are passionate

about.Objectives: To demonstrate the correct structure of a writing piece and then allow students to construct their

own short story.Learning Outcomes:


Risks: Students may be at different levelsTotal Time:120 minutes (2 lessons)

Activities:Structure of a personal narrativeWorksheets from workbook

ResourcesPens, grey led, white board markers, workbook

15 minutes As a whole, the teacher should randomly select students to read out activity 1. The teacher may need to explain further by writing examples on the white board. Ensure the students understand the structure of a personal narrative.

Activity 1

10 minutes Brainstorm some ideas of powerful personal narratives on the white board.

Approx. 70 minutes

Allow students to work (at their pace) and complete their personal narrative over the remaining of the lessons. Facilitate the students by walking around a prompting ideas/questions.

Activity 2

10 minutes Ask students to complete proof-read their personal narratives (which will be handed up at the end of the second lesson).

15 minutes Ask students to complete their writing reflection. Activity 3Assessment and rationale

The students will hand their personal narrative in for assessment.

References Sadler & Hayllar, (2000) Texts in Action 1: An English Workbook, South Yarra: Macmillan Education.www.vels.vcaa.vic.edu.au



Lesson 6: Diary Entry on Transformation

Activity 1: Diary entries give a personal account of something that has happened in a person’s life. The main purpose of a diary is to write what happened and how it made you feel.

The following is a diary entry from a boy aged 13.

Wednesday March 11th

Dragged myself to school after doing paper round and housework. My mother wouldn’t give me a note excusing me from Games so I left my PE kit at home. I just couldn’t face running about in the cold wind.That sadist Mr Jones made me run all the way home to fetch my P.E kit. The dog must have followed me out of the house because when I got to the school gate it was there before me. I tried to shut the dog out but it squeezed through the railings and followed me into the playground. I ran into the changing rooms and left the dog outside but I could hear its loud bark echoing around the school. I tried to sneak into the playing fields but the dog saw me and followed behind, then it saw the football and joined in the lesson! The dog is dead good at football, and even Mr Jones was laughing until the dog punctured the ball. Mr Scruton, the pop-eyed headmaster, saw everything from his window. He ordered me to take the dog home. I told him I would miss my sitting for school dinners but he said it would teach me not to bring pets to school.Mrs Leach, the kitchen supervisor, did a very kind thing. She put my curry and rice custard into the oven to keep warm. Mrs Leach doesn’t like Mr Scruton so she gave me a large marrow-bone to take home for the dog.

(Excerpt taken from The Secret Diary of Adrian Mole Aged 13, by Sue Townsend)

Activity 2: Exploring the Text1. What does Adrian reveal about his life in the first sentence?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………...

2. Where is most of the action taking place?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

3. What are Adrian’s feelings towards Mr Jones?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

4. What type of character do you think Mr Scruton is?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

5. What type of character is Mrs Leach?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………….


6. What did you learn about Adrian from his diary entry?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Activity 3: Think of an event that has happened in your life that changed you. This event can be good or bad. For example; someone close to you passed away, your parents separated, you were bullied by someone, you won a prize/award, you went on a holiday somewhere unusual, your mother had another child etc… Write five diary entries about this event in your exercise book. Make sure you write a date for each entry.

Activity 4: Please complete the following.

My Learning Journal

Name: …………………………………………………………… Date: ………………………………..

Think about the work we have done this week and how you feel about your work.

1. Tick the box that best describes your week.

Difficult Fun Just okay

Why do you feel that way?.................................................................................................

…………………………………………………………………………………………………………………………..

2. What did you learn that seemed important to you?.....................................................

………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………….


3. What skill did you use that you think you will use again?...........................................

………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………….

4. How well did you do with these? Mark your rating on the line.

a. I listened well to other people

1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10

b. I tried hard to do my best

1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10

c. I asked questions when I needed to

1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10


Lesson 6: Teachers notes: ‘Changing Lives’Aim: For students to complete 5 diary entries on an event that has had a significant impact on themObjectives: To demonstrate the structure of a diary and then allow students to construct their own.Learning Outcomes:



Activities:Example of a diary entryExploring the textConstruction of a diary entryLearning journal


10 minutes As a whole, the teacher should randomly select students to read out activity 1.

10 minutes Allow the students time to complete activity 2. Allow the students to discuss their answers with the person next to them.

10 minutes Briefly discuss the answers together in class, allowing different students the opportunity to give their answers.

25 minutes Explain activity 3 to the students and assert that the 5 diary entries should be short (between 5 and 10 lines each).

5 minutes Allow the students 5 minutes to complete their Learning Journal.Assessment and rationale

Formative assessment allowing the teacher to become aware of students understanding of writing different texts. Encouraging students to reflect on their readings.

References Sadler & Hayllar, (2000) Texts in Action: An English Workbook, South Yarra: Macmillan Education.Townsend, S. (1982) ‘The Secret Diary of Adrian Mole, NY: Harper Collins Publishers.www.vels.vcaa.vic.edu.au



Students Pack: Transforming Through the Senses:

Intention/Purpose

The intent of this lesson sequence is to assist you to explore the power of language and the ways it can influence roles and relationships and represent ideas, information and concepts.

In particular, the theme addresses how we can transform a reader’s perception and experience of things by invoking the senses and using sensory effects in creative and other writing.

Choice of sub-theme

The choice of theme (transforming through the senses) offers a rich set of opportunities for you to engage with writing, to bring experiences beyond writing to your writing and deals with matters that should be very familiar to you: your everyday sensory experiences.

Learning Focus: Application of the sub- theme

The focus of the lesson sequence is on choice (you drive the activities you undertake), on experience (the lessons are constructed around activity and discovery through experimentation) and on interaction (you will be able to give feedback on each other’s work and there are opportunities for the class to discuss topics and read out work)

Lesson Sequence

- Lesson 1: A Sensory ‘take’ on Life

- Lesson 2: Building a Sensory Tool-kit

- Lesson 3: Sense and Imagery

- Lessons 4 & 5: Transforming Through the Senses

- Lesson 6 & 7: Sensory Smorgasbord


SMELL


SIGHT


TASTE

Lesson 1: A Sensory ‘take’ on Life

Time Activity

30 minutes 1. Think about the biggest event of your life, good or bad: (you don’t have to write it down or reveal it to anyone, just bring it to mind)

2. Now we are going to do some creative writing about that event. Write down some words or phrases that describe what it might have smelled like (if it had had a smell), tasted like (if it had had a taste), felt like to the touch, sounded like, without mentioning the event itself

3. Give the event a colour, or suggest a song that might be appropriate to it, or the name of a recipe.

20 minutes 4. Discuss your sensory version of the event with a small group of your peers (2 or 3 students), whilst keeping the events themselves a secret

5. Nobody needs to try and guess the events, though you, as the ‘owner’ of the event, can reveal it at the end of the small group activity if you wish

6. In your small groups, choose your favourite words, descriptions and we will talk about them in


class

7. I will capture the favourite words and phrases on the whiteboard

10 minutes 8. We will then as a class talk about how the five senses are used in all types of texts to convey meaning and to get a particular response from the reader, to transform the ways in which a thing or event might be perceived by you, the reader

9. You should then get into pairs and begin a written list of sensory words for each of the five senses, starting with the ones we discussed during the lessons. You can use the template provided with this pack.

Lesson 2: Building a Sensory Tool-kit

Time Activity

30 minutes 1. During this class you should have your Sense Words List out on the desk and keep adding to it as we go

2. Pick at least two of the pieces of writing I have handed out to you and read through them (Refer Appendix for excerpts):

a. P.Carey: Oscar & Lucinda

b. U. Le Guin: A Wizard of Earthsea (excerpt)

c. Roald Dahl: Charlie and the Chocolate Factory, The Twits (excerpt)

d. Wilfred Owen: Dulce et Decorum Est (whole poem)

e. John Steinbeck: Of Mice and Men

f. Will Smith: Boom Shake the Room (and play excerpt of the music video)

g. J.K. Rowling: Harry Potter and the Deathly Hallows (excerpt of battle for Hogwarts)

h. C. McCarthy: All The Pretty Horses (excerpt)

i. P. McFarlane: Automatic Wash Cycle (from A Book to Write Poems By)

j. Other Sense Poems (from A Book to Write Poems By)

k. Alfred Lord Tennyson: Come Down, O Maid

3. You should highlight then write down ten new sensory words and three examples of ways in which the senses are evoked in the passages you have selected

4. Now discuss what you have written with your partner. What senses did the writer use? How did it make you feel? Did it make the piece more realistic?

30 minutes 5. Once you have finished discussing your findings with your partner, you can share your words and thoughts with the rest of the class. In particular, I want you to try and describe what


effects the particular words have in the different texts (e.g. why the author did not use a different sense? Could they have used another? How might this have made the effect different?).

6. I will capture and summarise on the whiteboard your thinking on the effects that sensory language and description has on the effectiveness of a piece of writing and on the reader.

7. You should then break up into your pairs to update your Sense Word Lists

Lesson 3 – Senses and Imagery

Time Activity

10 minutes 1. I have put up some incomplete phrases on the whiteboard – lets see if you can complete them. First, in pairs, try and guess as many of them as you can and write down the missing word.

As xxx as brass

A xxx heart

As xxxx as a picture

A xxxx of pain

A xxxx of industry

A xxxx of vipers


Spaced xxx

xxxx as silk

A xxxx of cards

A xxxx of fools

Louder than xxxx

xxxx to high heaven

Bitter xxx to swallow

Sweet xxx

A house of xxx, etc

2. Lets discuss as a group your answers.

3. Where do these kinds of sayings come from? How do they use the senses to convey a meaning? What sense does each one use? Why might you use them instead of just saying something more simple?

4. What are the names we use for these kinds of images?

5. Look up in your dictionaries the definition of metaphor and simile and then lets discuss them

6. Let’s look at one or two of the excerpts we read last class – have a quick look through and see if any of the writers use metaphor or simile in their pieces. Write down the metaphor or simile and we can then discuss them and I will capture them on the whiteboard.

35 minutes 7. Now you should work briefly in pairs to come up with and write down four or five new metaphors or similes of your own (identifying which is which), describe their meaning and the circumstance in which they might be used

8. Then you should draft a short paragraph using the ones you both agree are your favourites. The paragraph can be about anything, perhaps the start of a story, or just a description of a situation or an event, or it might be the end of a story, or the description of a thing or person. It should be about 100 words.

9. Each pair should then sit with another pair and I want you to read your paragraphs and see if you can identify the metaphors or similes used. The other pair should give feedback, using the template I have provided on the clarity of your writing and the creativity of your piece.

10. We will ask a few of the pairs to read their paragraphs to the class. Who thinks someone’s work is really good? Once the paragraph has been read out, we can discuss what the metaphor or similes were. You should capture them in your Sense Words List.

11. The teacher discusses with the students how the metaphors and similes can be linked to the senses and how they evoke our sense of smell, taste, touch, our hearing and evoke visual images.

15 minutes 12. Now, let’s play a game:

I have prepared list of things (animals, food, sporting teams, vehicles)

You should form groups of four

I will go from group to group, students and ask you to come up with a metaphor or


simile involving the things I read out

your team has to start with one of the senses and come up with their most arresting sensory image for the item I read out (for example, “the horse smelled like...and I might come up with “a mouldy potato”)

Now lets play the game the car sounded like..., the dog looked like..., the donkey felt as soft as...(and so on)

I will go round each team and the senses will change each time – we will see

When ideas for an item are exhausted, we’ll move onto the next item

I’ll capture our ideas on the whiteboard and you might want to write down the ones you like in your Sense Words List

13. The teacher summarises the lesson by recapping on the power of metaphors and similes and revisiting some of the funnier, more creative ideas generated by the students during the lesson.

14. In your pairs, you should update your Sense Words List


Lessons 4 & 5 – Transforming through the Senses

TADPOLE TO FROG


FLOWER OPENING


PUTTING ON MAKEUP

Time Activity

40 minutes 1. Lets first discuss the meaning of the word transformation? What examples of transformations can you think of (I will write them down on the whiteboard) in nature, in factories, in people, in animals, in sport, in music, anywhere else?

2. In pairs, I want you to discuss and then come to an agreement on a particular event of transformation that you want to write about. It can be any of the ones we have listed just now, it can be your own idea or it might be one of the things on the list below:

a) a tadpole becoming a frog

b) a caterpillar becoming a butterfly

c) a prince being crowned a king

d) a princess being crowned queen

e) someone having all their hair cut off and being shaved

f) someone having make-up put on

g) someone cooking a recipe

h) fire transforming something from its original state to something new

i) light becoming darkness


j) a flower growing

k) you are surfing a wave

3. Now, I want you to write about the transformation from a particular point of view (write down what point of view you will use e.g. from the POV of the frog, or from someone observing the frog)

4. Before you start, lets agree on what we think would be a good piece of writing and we can refer to a piece someone wrote last year if we need to.

5. Write your piece and use try and include some of the sense words we have talked about so far, or perhaps use some new ones, think about metaphors and similes you might want to use in the piece, use your thesaurus and your dictionary

6. Be as creative as you can. Keep in mind that you should use proper sentences, make your work legible, use good grammar and punctuation, and that you make it interesting for your reader. Try and write the whole transformation

7. I want you to write around 150-300 words (half a page to a page) but you can write more if you wish.

20 minutes 8. Now share the first draft of your pieces with each other. Compare and contrast how you have written about the same thing. Have you used different imagery, have you used different sensory language, have you used a different point of view? How does this make your pieces different or similar? Provide each other with some feedback on the aspects of quality we agreed on earlier (e.g. effectiveness of their use of the particular sense, unplanned use of other senses in the piece, punctuation, grammar, spelling, legibility)

9. I want you each to come up with two new ideas for how your partner could have used the senses in their piece to convey the transformation they chose.

10. I also want you to make one suggestion as to an improvement your partner could make to their piece of work based on your review of it. Finally, I would like you to give the piece of work a colour (Red, Amber or Green: Red being “Not as good as I could do”, Amber being “Equally as good as I could do” and Green being “better than I could do” and then discuss the reason why you decided on this colour with your partner

11. I want you to then hand in your draft pieces to me and I will provide some written comments that might help you finish the piece next lesson

30 minutes 12. You have the first half of this lesson to finish drafting your pieces. I have provided you with some written feedback that might help you as you prepare your final draft. I will come round and speak to you to make sure its all clear.

10 Minutes 13. Please hand your piece to your partner. Each partner should provide feedback on the current version of their partner’s piece and whether or not they have made the improvements they discussed. I also want you to identify your favourite part of the piece and explain why to the writer.

20 Minutes 14. Some of you can read out your piece or you can nominate someone who you think has written a really good piece. We can then discuss what the piece is about, what sensory writing has


been used in it and how effective it is.

15. In your pairs, I want you for homework to research five more words for each of the senses (including their meaning) and bring them to the next lesson to share with the group (I will put them onto a common electronic document which all of you can share at the end of the lesson sequence)


Lesson 6 & 7: Sensory Smorgasbord

Time Activity

10 Minutes (1st lesson only)

1. Over the next two lessons you have a whole smorgasbord of exciting things to see, touch, feel, smell, taste, hear and do and I’m going to ask you to do some writing as you do them

30 Minutes (each lesson)

2. Working in pairs you should have a go at no more than three of the activities during each 60 minute lesson (take about ten minutes per activity). You don’t have to do six if you get caught up with one or two of them but your work has to reflect the extra time you spent on the smaller number of activities you do. You can choose to prepare your own written responses or work as a pair but you have to select the same activities as your partner. Your written work will be reviewed by me at the end of each lesson.

20 Minutes (1st lesson only)

3. After 30 minutes you should will get together in groups of two pairs and describe the activities you undertook to the other pair as well as giving them your writing to read and getting some feedback. The feedback should be on the standard feedback forms we are using, should be specific to the work you did on each particular activity and should also respond to your use of sensory language in your writing, your use of metaphor, simile, onomatopoeia, the quality of your grammar and punctuation, and your spelling. Each pair must make two recommendations on how the other pair could improve their work (one to do with use of the senses and one to do with grammar, punctuation etc).

2nd lesson (25 Minutes)

4. Return to your tables and explain to the class which activities you undertook, what you enjoyed, what you learned and which activity you found most challenging (and why).

5. We will share some examples of what people produced during the last two lessons

6. These activities help us understand how interesting using the senses can make a piece of writing and how original your writing can be if you think a little differently.

7. We should all, by now, be familiar with using the senses in our writing, the different methods we might use and the vast list of words and phrases available to us when we want to transform our writing into something with great impact on the reader.

5 Minutes 8. For your homework, please reflect on this lesson sequence on using the senses in writing and capture in your journal five thoughts about what you have learned, five questions you have about what we have worked on and two things that you enjoyed most and two you enjoyed least (explain why!), and hand it in next class. I will read your journals privately and give you some written feedback, comments and thoughts on your questions along with some recommendations for your further learning.

Activity Options (A to H):

Option A: Making No Sense – You have to write down descriptions of everyday objects or events, using no more than two of what are seemingly the least appropriate senses. Select two of the items below or make up two of your own. Remember that if you make up your own then you have to use the lease appropriate senses for your description. Write


approximately 100 words.

1. Use smell and hearing to describe surfing a wave

2. Use touch and hearing to describe a gourmet meal

3. Use taste and smell to describe your favourite concert

4. Use sight and smell to describe a lions roar

5. Use taste and smell to describe a funeral

6. Use touch and taste to describe your favourite song

Option B: Sound Effects – Put on the headphones and listen to the random sound effects by pressing play on the iPod/iPad/CD recorder. Listen to five sounds and after listening to each sound write down your thoughts on the following:

- An animal that the sound represents

- A famous person the sound represents

- A plant or vegetable the sound represents

- A subject at school the sound represents

- An item of food the sound represents

You need to answer all of the questions for each of the sounds.

Once you have done this for each sound, get your partner to read the descriptions of each sound and see how many of the sounds they can match to the descriptions you gave. They should read a set of descriptions for a sound then listen to all the sounds and see if they can guess which one the descriptions are trying to describe. Did your descriptions help them? Did they find it difficult or easy? Were they thrown completely off track by any one of your sets of descriptions? For the ones that they identified, ask them to explain what it was about your descriptions that helped them be successful?

Option C: Slime! – Two different types of slime have been provided for you to touch and feel. You should play with the slime then you must write down the sensory words and images that come to mind as you experience the slime. Write it down using sensory language and write at least fifty words for each one. Having played with and felt the slimes, you must choose one and use the sensory words and images you have come up with (touch, taste(?), sound, smell, looks) to prepare a short written character sketch for a (nameless!) person. Use these descriptions to describe a person, what they do, how they behave, how they move around, their character. Try and sue the phrases and words you used to describe the slime in your description of the person. Be as creative as you can. Dont forget to use metaphors or similes if you can. See what you come up with and share it with your partner.


Option D: What’s that Smell? – Pick a smell from the list below (or choose one of your own) and write a couple of paragraphs about the time, thing or event of which that smell reminds you. Use your imagination to come up with a time, a place, a thing, an event of which that smell reminds you. Obviously don’t say it reminds you of the actual thing. What does it make you think of? What memory do you recall when you smell that smell? The paragraphs should be about the time, thing or event, describe it using the senses and include the smell. The list can include:

- Soil

- Coffee

- Cheese

- Grass

- Toilet cleaner

- Freshly baked bread

Option E: Colour me Red – Here is a red, a blue and a black piece of card. Now write one or two paragraphs describing the colour of your choosing, without using the word for the colour or the word forany other colour. You should focus on using the senses, imagery, metaphors to describe the colour. How does it make you feel, what sound might it have, how might it smell, how might it taste, what tastes or smells does it remind you of? If you touched this colour, how might it feel?

Ask your partner to read your description, and try guess the colour and you should them discuss how effectively your paragraph evoked the colour and what techniques you tried to use.

Option F: Sensory Deprivation – One of you puts on a blindfold and the other puts on ear muffs/ear plugs. You guide each other on a tour around the school building / school grounds and stop periodically to describe your experience using the senses available to you (you cant take the ear muffs or the blindfold off to do this)

At the end of the ‘tour’ you each must write up your descriptions and read each other’s experience. Write about 100 words. You should then discuss the differences in your descriptions, the senses they used most and those they didn’t use, and why. Make notes on your paper of the main two points you made during your discussion.

Option G: A Toilet Seat with a Sense of Smell? – Please choose one card from the inanimate objects box and three cards from the Senses box. Now write a short piece about an hour or a day in the life of that inanimate object, from the point of view of that object.

Objects in the box might include:

- A toilet seat (e.g. A Day in the Life of a Toilet Seat)


- A flower

- A car seat

- A pedestrian crossing

- A lollipop

- A microwave oven

- A pair of shoes

- A car steering wheel

- A babies change table

- A football

- An iPod

Read each other’s piece and decide which one you enjoyed the most and why. You will be asked to share this with the rest of the class.

Option H: What’s in the Box? – I have placed an item in a box and it cannot be seen by you (or you will be blindfolded). You are allowed to touch it with your hands and place it on your skin. Each of you can feel the item (using the hands, against their skin etc) then it is put away. The item is not revealed.

You each then have to prepares a short piece of writing in response to the following questions:

- Describe how the thing feels, using imagery, metaphor, simile, sensory words that are to do with touch

- Now describe how you imagine the thing must taste given how it felt (or not)

You should share your piece with your partner and compare how you each described the thing using the two different senses, why you came to the same or different conclusions and what these differences might mean.

At the end of the lesson, I can reveal the nature of the thing that you wrote about should you wish to know.

Examples of Colour Poems

A Take on Red Red for blood – Pumping out a life; Paling in a death; Blushing in a feminine face – .......... Mark R Slaughter


Red My eyes are Red, my cheeks are Red From top to the bottom I am Red My nerves are Red, my passions are Red There is something that makes me Red ........... vaibhav shah

My Red Poem Here I write a red poem, Sophie Tucker red, 'The last of the red hot mama's red' It is a hard Tap Dancing Red, ........... Dorothy (Alves) Holmes

Red Apple, Red Apple Red apple Red apple sitting on the ledge savouring its nutrients ........... John McAdam


Slime Recipes

http://www.csiro.au/resources/cornflour-slime-activity.html http://www.playgroupaustralia.com.au/qld/index.cfm?objectid=96F90EAE-E7F2-2F96-305BC3DEB539F720

Teachers Pack: Transforming the SensesLesson Sequence:

Intention/Purpose

The intent of this lesson sequence is to assist students to explore the power of language and the ways it can influence roles and relationships and represent ideas, information and concepts.

In particular, the theme addresses how we can transform a reader’s perception and experience of things by invoking the senses and using sensory effects in creative and other writing.

Choice of sub-theme

The choice of theme (transforming through the senses) offers a rich set of opportunities for students to engage with their writing, to bring experiences beyond writing to their writing and deals with matters easily accessible to most students: their everyday sensory experiences.

Learning Focus: Application of the sub- theme

The focus of the lesson sequence is on choice (the students drive the activities they undertake), on experience (the lessons are constructed around active students and discovery through experimentation) and on interaction (students provide feedback on each other’s work and there are opportunities for the class to discuss topics and read their work)

Format

There are five activity sets in the sequence. These can be held in a standard classroom, though there are activities that can involve students leaving the classroom, accessing online and library materials or undertaking activities that may be best done in a separate area (i.e. sound effects, audio visual activities) where other students are undertaking different activities in parallel.

Lesson Sequence: Curriculum Alignment: Victorian Essential Learning Standards

Consistent with VELs, the transforming through the senses lesson sequence focuses, in particular, upon the following outcomes:


1. Improving the accuracy and readability of students’ writing; developing their confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language.

2. Improving punctuation.

3. Editing their writing for clarity, coherence and consistency of style, and proof-reading and correcting spelling, punctuation and grammatical errors.

4. Writing extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution.

5. When listening to others, students are able to ask clarifying questions and build on the ideas of others. Students practice identifying key ideas and taking notes.

6. Reading and writing are integrated activities and, as such, students are encouraged to not only read and view but also to produce personal, imaginative written responses to texts, to introduce meanings and messages into the texts they produce, and, collaborating with their peers, compare the presentation of information and ideas in different texts, and identify cause and effect in informative texts.

Lesson Sequence: Learning Outcomes

1. Introduce the students to the use of the five senses in writing.

2. Develop a basic understanding of how the senses are used in different texts and to what effects.

3. Introduce metaphor, simile and the use of imagery and comparison to invoke the senses in writing.

4. Provide students with opportunities to contribute to small group and whole of class discussion on some examples of using the senses in writing.

5. Expose students to a variety of different ways in which they can use the senses to transform their writing and the reader’s experience

6. Give students the opportunity to develop short written pieces that apply the ideas covered during the lesson sequence and provide feedback on the work of others.

7. Develop students’ proof-reading, grammar, punctuation and overall quality-focused capabilities through partnering, review and feedback from peers and teacher

8. Develop students’ reading skills and extend their opportunities to read to others.

9. Encourage student journal reflections on learnings from the lesson sequence.

10. Encourage and support student’s pooling and sharing the resources they have developed relating to sensory lists, metaphors, similes, onomatopoeia.

These learning outcomes and the alignment with the VELS are reported for each lesson in the sequence using the number for each outcome and standard.

Lesson Sequence

(assuming each lesson is 60 minutes in duration)

- Lesson 1: A Sensory ‘take’ on Life

- Lesson 2: Building a Sensory Tool-kit

- Lesson 3: Sense and Imagery


- Lessons 4 & 5: Transforming Through the Senses

- Lesson 6 & 7: Sensory Smorgasbord


Lesson 1: A Sensory ‘take’ on Life

Aim/Objective: Introducing students to the use of the senses in writing.

Learning Outcomes:

Learning Outcomes: 1,2,5,7,8,11

VELS: 1,2,3,5

Resources

- Anonymous examples of prior year work

- Suggested template for success criteria

- templates for peer to peer student feedback to assist structured responses and discussion

- Images to place on walls invoking the five senses (pictures of ears, noses, eyes, hands, tongues, of things that smell, of food, of explosions, of velvet, other images that invoke the senses etc)

- Butchers paper for starting sense word lists: five pieces, one for each sense

- Whiteboard, markers and board cleaner

- Template handout for students to use to start their own Sense Word List (A4 sheets with five columns, one for each sense)


1. The lesson structure begins by mining students’ existing knowledge and builds on it rather than telling them.

2. The teacher provides examples of student work from prior years (or teacher prepares a mock response if first time). Students discuss the examples and identify the features of the work as success criteria for their own work (e.g. creativity, variety of words used, use of imagery, grammar, punctuation, spelling).

3. Students work in small groups to share and discuss their responses and decide on which parts they would like to contribute to the whole class. Small group members provide feedback on work against the agreed success criteria and each student agrees on improvements they could make.

4. Pairs become jointly responsible for the development of the Sense Word List and operate as collaborators and peer evaluators in development of their list.

5. During the lesson the teacher talks with students about their progress and how they are going against the success criteria. The teacher stops the whole class once and asks the small groups to review their progress and agree on where they can improve over the remainder of the time for their response.

6. Teacher questioning provides talk time to students in pairs/small groups before taking comments on questions including:

o What are the things we are talking about when we look at these words?


o What are the senses?

o How might sensory words make a piece of writing more interesting?

o What other examples of sensory words can you come up with?

o What sense do you find most powerful in the things you have read?

o What senses go best with what situations do you think:

Surgery

Cooking

Painting

Sculpture

Swimming


Lesson 2: Building a Sensory Tool-kit

Aim/Objective: Students analyse and confirm their understanding of the use of the senses in samples of writing, and are able to communicate this analysis effectively to others.

Learning Outcomes:

Learning Outcomes: 1,2,4,5,6,9,11

VELS: 1,5,6

Resources

- Dictionaries and Thesaurus




- Multiple copies of excerpts from selected texts noted above (refer attachments)

- Template for students to document their impressions of the selected excerpts from texts (refer attachments)

- Whiteboard, marker and board cleaner

- Networked PC and projector to show Will Smith video


1. Teacher begins the class outlining the objectives being to learn about how we can use the senses to convey things rather than just writing what happened, to develop our ideas about what approaches to this we like and why, and to extend our Sense Word Lists.

2. The teacher provides excerpts from texts as models for how writing can use the senses.

3. The teacher and students develop templates for their responses to questions and for use in working with their partners (giving feedback). These might be based on examples from prior year students who had completed similar templates (e.g. columns for “Words Chosen’, ‘Senses Evoked’, “What is the impact?”, and ‘What I liked about it’). The students can change or amend these should they wish to add new things in.

4. The lesson uses talking partners heavily to share thoughts and compare insights using the agreed templates.

5. The teacher roams the room as the pairs works and offers comments, raises questions on excerpts being analysed in order to push their thinking (e.g. “Why did the writer use this word and not another?”, “Do they use all the senses or just one or two? Why?”)

6. The teacher then goes around 3 or 4 of the groups and asks them to introduce their piece and read out their favourite part,


then to explain some of their thoughts on the use of the senses in the piece. The teacher can raise other questions about the reasons for the writer using particular words and phrases (the emotions that might be evoked, the power of the words chosen, whether the words are familiar or unusual, how the words fitted the theme of the piece, other impressions the students have)


Lesson 3 – Senses and Imagery

Aim/Objective: To introduce students to simile and metaphor, their uses and effects and to provide students with an opportunity to develop their own

Learning Outcomes:

Learning Outcomes:1,2,4,5,6,7,8,9

VELS:1,2,3,5,6

Resources





- PC and projector


- List of ‘things’ for ‘image’ game

- Student internet access for metaphor and simile research (not critical)


1. The start of the lesson runs through the metaphor and simile examples with key words missing, to generate discussion, establish what the students already might know about metaphor and simile.

2. The teacher then outlines the lesson objective as being to learn about metaphors and similes - how we can make them work for us in our writing as well as how, on many occasions, they link with the senses – and for students to have a go at using them by creating their own short piece.

3. The teacher uses examples of more and less successful prior year student efforts to establish success criteria with the students for their work. Success might be defined as having developed 4 or 5 ideas, provided clear definitions, completed the paragraph on one of them, written creatively, evocatively and with attention to formal standards of writing (grammar, punctuation etc).

4. Students work in pairs and provide feedback to each other as they work, against the success criteria.

5. The teacher also gathers in student responses at the end of the lesson and provides individual written feedback on their work against the success criteria and making suggestions on areas the student might focus on over the remainder of the lesson sequence.

6. The image game provides an opportunity for the teacher to observe the extent to which students are able to contribute


metaphors and similes and ‘get’ the ideas of the lesson.


Lessons 4 & 5 – Transforming through the Senses

Aim/Objective: For students to apply sensory language to a written piece about transformation and receive and give feedback against agreed quality criteria

Learning Outcomes:

Learning Outcomes:6,7,8,9,11

VELS:1,2,3,4

Resources




- templates for peer to peer student feedback to assist structured responses and discussion: covering suggested quality objectives for draft and final versions (and with space for changes where students revise quality objectives through discussion)

- PC’s for student writing if available (and access to printer for work to be reviewed by peers and teacher)

- images to support the suggested subjects of transformation for students to write about (refer student pack)


1. The teacher starts by outlining that the objectives for the lesson are to work on writing skills using the senses creatively and imaginatively as well as to develop student editing, proof-reading and feedback skills.

2. The teacher outlines the activities and presents examples of good and bad work from prior years to discuss and agree the success criteria with students (e.g. length, use of senses, use of metaphor and simile, an interesting transformation subject, use of point of view in writing, creativity and imagination in the writing, standard of grammar, of spelling and of punctuation)

3. Partners provide feedback on the first draft and discuss that feedback with the other student then agree improvements to be made.

4. The teacher receives all drafts at the end of the first lesson and provides written feedback to each student for the commencement of the second lesson.

5. Individuals record their own self-evaluation against the success criteria in their journal and provide their work and the journal to the teacher at the end of the second lesson. The teacher provides a second set of written feedback to the students based on their ‘final’ piece, though they are also offered the opportunity to take unfinished pieces home to work on before the next lesson and hand them in then, should they be keen to do so.


Lesson 6 & 7: Sensory Smorgasbord

Aim/Objective: Provide opportunities for students to apply their learning regarding sensory language in a fun environment and to self and peer assess their work.

Learning Outcomes:

Learning Outcomes: 5,6,7,8,9,10,11

VELS: 1,2,3,4,5,6

Resources


- Because of the multiple activities and the need for some student supervision where they leave the class room, this lesson requires teacher support, either in the form of another teacher, a student teacher, one of the students who acts as a facilitator during the lesson, or some other facilitator resource.


- Resources by Option:

o A: Making No Sense (Cards identifying events/things and senses to use, Bag to hold cards for student selection

- B: Sound Effects

o Sound effects CD, CD player, Headphones

- C: Slime!

o Two buckets/containers of slime (as per recipes attached), Towels, dry/wet wipes for hand cleaning

- D: What’s that Smell?

o Cards identifying a smell, Bag for cards

- E: Colour me Red

o Poem about a colour (refer attached), Three colour cards (red, black, blue)

- F: Sensory Deprivation

o Guide for students (safety and rules), Ear muffs/plugs, Blindfold,

- G: A Toilet Seat with a Sense of Smell?

o Cards identifying inanimate objects

- H: What’s in the Box?

o Box with hole in it / or blindfold, Items for touching; for example a strip of faux fur, a brillo-pad, strip of velveteen, pasta shells in a soft material bag, an unfrozen reusable ice pack, a seed-packed juggling ball


1. The focus of this lesson is on allowing the students to ‘roll-around’ in the tall grass of what they have learned over the prior lessons and to have some fun doing unusual, challenging, creative and interesting activities associated with writing the senses.

2. The assessment is supported by templates for students to use when they are undertaking their chosen activities. The teacher can also lay out prior year samples of student responses next to each activity as guides for students, though this is less important for this lesson.


3. The partnering approach to the activities is intended to encourage knowledge sharing between students as well as collaborative problem solving.

4. The sharing between pairs at the end of the lesson is informal and unstructured. The objective is to expose the students to each other’s creative outputs.

5. The focus is on self-assessment through the students’ journal reflections on the lesson sequence and on what they have learned. The journal is submitted to the teacher who can add their comments and suggestions for further learning to the student.


Student Templates


Our Success Criteria

Activity

What Does Success Look Like?1.

2.

3.

4.

5.

6.


Feedback SheetName (Producer):Name (Reviewer):

Activity Feedback

Success Criteria

Overall Not as good as I can do

As good as I can do

Better than I can do

1. Positives:

Recommended Improvement:

2. Positives:


3. Positives:


4. Positives:


5. Positives:


6. Positives:



My Impressions of Sensory TextsText Chosen:

Capture the sentences from the

text

What sensory language is being

used

Describe the impacts you think it has? On the feelings you get, on the meaning of the

passage.


Our Sense Word List

Seeing/ Visual Smell/ Olfactory

Taste Touch/ Feel Sound/ Hearing

Similes/ Metaphors

Teacher’s Notes

Introduction

Fairy tales are all about transformations… the frog into a prince, the maid into a princess, even pigs into heroes! They contain magical and metaphorical transformations, and over the years they have been transformed themselves, as they have been told and re-told in shifting forms, and even radically altered in modern and feminist versions.

This sequence of five or six lessons aims to use a familiar story form to introduce students to the concept of genre and to have them produce a piece of writing that meets the demands of a particular genre.. even as they subvert it. They will read and perform fairy tales, consider modern and subversive versions of fairy tales, and finally produce their own twisted and transformed fairy tale, which can be presented as a written piece or performed for the class.


Ideally, much of the work in these lessons will be completed in small groups, replicating the social aspect of fairy tale transmission, and giving the students an opportunity to improve their own social and communication skills. However, many of the tasks are suited to individual work and the teacher will judge for themselves the most productive means of completing this work for the particular class being taught.

Similarly, fairy tales really need to be read aloud. They are part of an oral traditional and they work most effectively when shared. If the teacher reads aloud in an expressive way the students will have a chance to become engaged by this ancient story-telling technique, and to experience the pleasure of active listening, just like the original recipients of fairy tales. If students are asked to read aloud, this provides an opportunity for students to practise their reading skills and for the teacher to assess their abilities.

Learning Outcomes

Students are expected to:

Read and recognise traditional fairy tales Consider traditional fairy tales in a more theoretical framework Recognise the generic components of fairy tales Recognise the enduring influence of fairy tales Compare and contrast the elements of traditional and modern, parodic or subversive fairy tales Create their own, dramatised version of a twisted fairy tale.

These outcomes are informed by VELS Level 4, in particular that students:

develop their knowledge of how texts are constructed for particular purposes, and examine and challenge generalisations and simplistic portrayals of people;

write texts for a range of purposes that demonstrate their developing understanding of the way imagery, characterisation, dialogue, point of view, plot and setting contribute to the meaning;

use this reflection, and their developing knowledge of the generic structures of different types of texts (such as narratives, reports and arguments), as the basis for composing an increasing range of written and spoken texts;

and plan, rehearse and make presentations for different purposes.

Resources

Fairy tale collections, individual fairy tales in any versions. These are easily obtained from school and public libraries, opportunity shops and the Internet. Ask the students to bring their favourite fairy tale books in from home.

Simple costumes and props suitable for fairy tales, such as crown, fairy wings, red cape, various pieces of fabric, fur, etc. These might be obtained from school props department, opportunity shops or leftover children’s dress-ups.

Whiteboard and markers for summarising student findings.

Risks


Boys might resist engaging with a story form they consider “girly.” Make sure to include fairy tales that boys will appreciate, with male protagonists, such as “Jack and the Beanstalk,” “Pinocchio,” “The Brave Little Tailor” and “Three Hairs from the Devil’s Beard.”

Some fairy tales depict violent and frightening episodes, such as children abandoned by their parents. This content can be explained using psychological or sociohistorical interpretations. Psychological analyses might suggest fairy tales help us confront and allay our deepest fears. Sociohistorical perspectives might suggest that fairy tales were generally written at times when violence and sickness were commonplace and family dislocation was often the result. See Jones (2002), pp. 127-132 for a summary of these and other approaches.

Assessment

Assessment in this unit is meant to be primarily formative and ongoing. Whether students work in groups or individually, it is intended that the teacher is actively involved in all stages of their work, guiding and providing feedback. The use of dramatic presentations of the traditional fairy tale and the final, transformed fairy tale, allows for peer response and recognition. A final mark for this section can be based on the student’s overall contribution or on the quality of the final piece of writing.

Further Reading

Jones, S. J. (2002). The Fairy Tale: The Magic Mirror of Imagination. New York: Routledge.

Victorian Curriculum and Assessment Authority (2008). Victorian Essential Learning Standards Discipline-based Learning Strand: English. At http://vels.vcaa.vic.edu.au/vels/english.html

Zipes, J. (1986). Don’t Bet on the Prince: Contemporary feminist fairy tales in North America and England. Aldershot: Gower Publishing Company Limited.

Zipes, J. (Ed.) (2000). The Oxford Companion to Fairy Tales: The Western fairy tale tradition from medieval to modern. Oxford: Oxford University Press.


Student PackFairy Tale Transformations

Introduction

When you were a child, you probably had fairy tales read to you, by your parents, grandparents, kindergarten teachers and primary school teachers. You might have seen them in cartoon form on tv, or seen films, like Walt Disney’s classic Snow White, and in modern versions, like Shrek. You are probably very familiar with lots of fairy tales!

But did you know that fairy tales were not originally written for children? Indeed, the earliest versions were not written down at all: the first fairy tales were passed on by word of mouth. They were told and re-told as a form of entertainment, probably amongst families or small communities, perhaps sitting by the fire in the evening, after a long day’s work.

Did you know…

The Brothers Grimm, Jacob and Wilhelm, were German scholars. They did not write the fairy tales you read in their collections. They relied on volunteers (many of whom were women) to gather traditional tales.

Their major collection was published in 1812, and had more than 200 stories, including classics like “Hansel and Gretel,” Cinderella” and “Little Snow-White”.

They are credited with provoking interest in the historical study of fairy tales.

Fairy tales are loved by children all over the world and they share many common elements. Scholars now study fairy tales for what they tell us about how we used to live, what we value in our lives, and why stories are so important to us. You, too, will examine fairy tales as a genre and see how they have changed over time.

How do fairy tales fit in with our theme of transformation? Well, if you read and listen carefully, you will see that fairy tales are all about transformation, as characters magically change, learn important lessons and grow in strength and wisdom. And you will have the chance to transform a fairy tale into a new version that you think fits better in a modern world, and with your own beliefs.

Hopefully you will enjoy looking at fairy tales in ways you never did as a child. You might be surprised by what you learn. Are you ready? Well then, here we go: Once Upon A Time…….


Lesson Sequence

1. Favourite Fairy Tales

2. Traditional Fairy Tales

3. Media Fairy Tales

4. Twisted Fairy Tales

5. & 6. Fairy Tales Transformed


Lesson 1: Favourite Fairy Tales

In this lesson you will read and discuss a range of traditional fairy tales, and then create a dramatic presentation of one fairy tale for the rest of the class. Have fun!

1. Examine these images. On your own, or as part of a group, write the title of each story from which the image is taken.

Title: Title:

Title: Title:


Title: Title:


Lesson 1: Favourite Fairy Tales (con).

2. In your groups, discuss the following questions:

How did you know which fairy tale each image belonged to? Identify the particular characters or items that told you which story it was and write them down next to each picture.

How many other fairy tales can you remember? Make a list with the rest of your group.

Do you have a favourite fairy tale? Tell the others in your group.

Can you remember how your favourite story goes? Can you tell it to the other members of the group – or even remember some of the main points?

3. Your teacher will provide you with fairy tales in books or on printed handouts. Share them with the other members of your groups. Take turns reading one or more of the stories to each other – try to make the story sound exciting!

4. Choose a fairy tale from those you have and create a short dramatic performance of it. You will have only a few simple costumes and props. Keep it short – identify the main plot points and the main characters so the story is identifiable.

You will present this to the rest of the class and have a chance to watch the other groups perform theirs. While you are watching them, take notice of which moments in the story tell you which fairy tale you are watching.

Did you know…

The Danish writer Hans Christian Andersen is considered the father of the modern fairy tale. He published his fairy tales between 1835 and 1872.

He is considered modern because, although he re-told old folk tales, he used informal language and included his personal concerns.

His stories include “Thumbelina,” “The Ugly Duckling” and “The Little Mermaid.”


Lesson 2: Elements of Fairy Tales

In lesson 1 you became familiar with some traditional fairy tales. You read and performed them, and watched others present fairy tales to you. In today’s lesson you will think about what makes a traditional fairy tale recognisable.

1. Choose one fairy tale from those in the books and handouts you have been given. In your group, summarise the main plot points of the story. Try to keep it to 10 points or less.

2. Compare your summaries with those completed by other students. What do they have in common? How are they different?

3. Here are some elements of traditional fairy tales. Circle those that appeared in your chosen tale. Which of these do you think are vital to a fairy tale?

a timeless quality – “Once Upon a Time”

a short story

told in the third-person

a simple tale with simple characters

sympathetic to the protagonist (a “protagonist” is the main character)

set in pre-modern times

a hero’s quest

encounter with a villain

enchantment or fantastic elements

character magically transformed

numbers, especially three, are significant

defeat of the villain by the protagonist

hero rescues heroine

happy ending

the protagonist is rewarded with marriage, wealth or wisdom

Can you think of any other themes, plotlines or story-telling devices that create fairy tales?


Lesson 2: Elements of Fairy Tales (con)

4. Fairy tales are a genre, or a category of literature. Other examples of genres are romance and detective stories. What other genres can you think of?

Stories in each genre have certain things in common, such as style, plot and characterisation; this is how we recognise them. A definition of a romance might be “A story in which a man and a woman fall in love but must overcome obstacles before their love is fulfilled.”

Using the dot points in question 3, as well as your own ideas, can you (with your group if you like) create a short definition for fairy tales as a genre?

5. Fairy tales generally have a happy ending and a reward for the protagonist: wealth, status, marriage or wisdom. With these rewards the main character is transformed. For each of the four transformations below, identify the fairy tale:

. a little puppet grows a very long nose and becomes a real boy

a spell is broken and a frog becomes a prince

children are lost, kill an evil witch and return to their (now wealthy) family

a beautiful queen becomes an old crone (with an apple) and a maid becomes a princess

For each of these fairy tales, describe the transformation that takes place:

The Ugly Duckling

Cinderella

Jack and the Beanstalk

Beauty and the Beast


Lesson 3: Media Fairy Tales

In lesson 2 you began to think about fairy tales as a genre, and what they have in common. Today you will pursue this idea by looking at various archetypes and you will then look for archetypes in the media.

Archetypes are typical situations or characters that appear in literature.

They appear repeatedly.

They appear in all types of literature and all around the world.

Archetypes express conflicts, desires or fears that we all understand. They are familiar.

Fairy stories rely on this familiarity.

1. Look at the following character archetypes. Consider the fairy tales you have been reading and, in your groups, offer three adjectives for each of the character archetypes:

The hero

The princess

The prince

The witch

The step-mother

The fairy godmother

The wolf

The orphan (or lost) child

Can you think of any more archetypes, not just from fairy tales, but other stories and films?


Lesson 3: Media Fairy Tales (con)

2. Look at the following images from popular media: magazines, television and film. Do you recognise them? In your groups, discuss how at least one of these events or relies on fairy tale elements for its effects. Then share your insights with the rest of the class.

Who hasn’t wanted to change something about themselves? In Extreme Makeover lucky participants are given the chance to go from an ugly duckling to beautiful swan. Each participant is given a truly Cinderella-like experience, as they are able to change their looks through the skills of an ‘Extreme Team,’ including a plastic surgeon, a cosmetic dentist and a talented team of hair and makeup artists. Each episode features two people, first in their ‘before’ phase, then as they undergo their various procedures, and finally, when the results are revealed to their friends and family.


3. Some other questions you might like to consider:

The original fairy tales were created hundreds, even thousands of years ago, before modern technology made our lives easier and before scientific discoveries and widespread education helped us understand the way the world works. Why do you think fairy tale archetypes remain relevant?

When fairy tales were first told, and even at the time that the Brothers Grimm were collecting them, women’s roles were very different to today. Women generally didn’t own property or have an education and had very few rights compared with men. Why is the princess still such a widespread archetype in the media?

What expectations do the archetypes of the prince and princess raise in relationships between modern men and women?

Little girls love to dress up as fairy princesses. On their wedding day they re-create this ideal. But what is more important – the wedding or the marriage?


Lesson 4: Twisted Fairy Tales

In lesson 3 you examined the character archetypes presented in fairy tales, such as the heroic prince and the helpless princess. You thought about how these images still appear in the media today, in television programs, films and magazines.

In today’s lesson you will look at modern versions of fairy tales, sometimes called twisted fairy tales. Twisted fairy tales are versions which play around with the conventions of a traditional fairy tale. Unlike the media images you have reviewed, twisted fairy tales are often very critical of their traditional forebears.

1. Let’s start by reading the following poem.

Story Hour

By Sara Henderson Hay

He swung the axe, the toppling beanstalk fell.Hurrah, hurrah for Jack, the self-reliant.The townsfolk gathered round to wish him well.Was no one sorry for the murdered Giant?Did no one, as the news spread far and wide,Protest the means Jack took to gold and glory:Guile, trespass, robbery and homicide?It is not mentioned in the popular story.

Dear child, leave off such queries and suggestions,And let that gullible innocence prevailWhich, in the Brothers Grimms’ and our own time,Applauds the climber, and ignores the crime.How requisite to every fairy taleA round-eyed listener, with no foolish questions.

Does this poem make you re-think the story?

How effective is it to view the story from a different point of view – to have sympathy for the giant and not Jack?

Is it true that fairy tales assume the reader will accept the story without question?


Lesson 4: Twisted Fairy Tales (con)

2. Here is a poem that uses humour to make its point.

Little Red Riding Hood and the Wolf

By Roald Dahl

As soon as Wolf began to feelThat he would like a decent meal,He went and knocked on Grandma's door.……

A few weeks later, in the wood,I came across Miss Riding Hood.But what a change! No cloak of red,No silly hood upon her head.She said, "Hello, and do please noteMy lovely furry wolfskin coat."

Does this make you re-think the story of Little Red Riding Hood? Is this still a fairy tale?

Which version of Little Red Riding Hood do you prefer?

3. Feminist writers have had quite a lot to say about fairy tales, criticising their depictions of female characters that are passive and beautiful, or ugly and cruel.

Read from the handout “The Princess Who Stood on Her Own Two Feet,” by Jeanne Desy.

Summarise the events of this short story.

How does this story differ from a traditional fairy tale? Would you consider this a modern fairy tale, or is it not a fairy tale at all?


Lesson 4: Twisted Fairy Tales (con)

4. Here is another feminist re-writing:

Rapunzel

By Sara Henderson Hay

Oh God, let me forget the things he said.Let me not lie another night awakeRepeating all the promises he made,Freezing and burning for his faithless sake;Seeing his face, feeling his hand once moreLoosen my braided hair until it fellShining and free; remembering how he sworeA single strand might lift a man from Hell…

I knew that other girls, in Aprils past,Had leaned, like me, from some old tower’s roomAnd watched him clamber up, hand over fist…I knew I was not the first to twistHer heartstrings to a rope for him to climb.I might have known I would not be the last.

How does this poem make you feel?

What are the main differences between this poem and the traditional story of Rapunzel? (Think about the ending and the character of the prince.)

Which version do you prefer?


Lessons 5 and 6: Fairy Tales Transformed

In lesson 4 you read some twisted fairy tales. In the remaining lessons you are going to create your own twisted and transformed fairy tale, and perform it for the rest of the class.

When we read a twisted fairy tale we recognise some of the features of the fairy tale genre, but we are surprised by unexpected alterations. The fairy tale is transformed.

A parody is an imitation which uses humour and playfulness to change the original form, like the Roald Dahl’s poem and the story by Jeanne Desny.

A subversive version is more serious and might criticise elements such as the passivity of the princess, the impossible perfection of the prince, or the reward of wealth and privilege, like Sara Henderson Hay.

1. In your groups, think about how you will create a twisted fairy tale. Will it have humour or will it be serious? Will you subvert one particular fairy tale or play around with a few stories?

Keep the theme of transformation in mind … what sort of lesson will the protagonist learn? How will they be rewarded? Will there be a magical alteration?

Here are some ideas to get you thinking:

Cinderella is 15 and going to her first blue light disco. She’s got nothing to wear. What

will she do?

Doesn’t the witch ever get a happy ending? Perhaps she is searching for love too.

The Giant is lonely and misunderstood. Then Jack arrives on his beanstalk.

Re-write Hansel and Gretel or Snow White with a kind, hard-working step-mother.


Tell us what happened to the three little pigs after they vanquished the wolf. Did the

villagers get sick of them boasting about their success?

Sleeping Beauty and the Prince get married. Then they discover each other’s annoying

habits.

2. After each performance you might like to share some feedback. How was the fairy tale changed? What worked and what didn’t? Remember to offer constructive criticism and encouragement to your fellow students.

3. Finally, have your views of fairy tales been transformed? If so, how?

Transforming the opinions of others

The intent of this lesson sequence is for students to begin developing opinions about controversial issues

that are relevant to them. The lessons then guide them to be able to effectively communicate these

opinions orally and in writing. The final aim is for students to be able to use written language to transform

other people’s opinions: thus the title transforming the opinion of others.

The lesson teaches the basics of persuasive writing and requires students to take on the role of the

authority in a subject. Persuasive writing is a key skill that will be used repeatedly in the years ahead.

Curriculum alignment: VELS Consistent with VELs, the transforming the opinions of others lesson sequence focuses, in particular, upon the following outcomes:

Students identify main issues in a topic and provide supporting detail and evidence for opinions.

1. Students read and view persuasive texts that explore ideas and information related to challenging topics, themes and issues.

2. Students identify the ideas, themes and issues explored in these texts, and provide supporting evidence to justify their interpretations.

3. Students infer meanings and messages in texts, analyse how social values or attitudes are conveyed, and compare the presentation of information and ideas in different text.

4. Students write arguments that state and justify a personal viewpoint.


5. Students write personal reflections on, or evaluations of, texts presenting challenging themes and issues.

6. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language.

7. Students use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons.

8. Students control tenses, and subject-verb and noun-pronoun agreement. They accurately identify and use different parts of speech.

9. Students edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.

Lesson sequence This lesson sequence contains five lessons, each of 40 minute duration.Lesson 1: What do you think? (Developing opinions orally)Lesson 2: Reading opinions: persuasive postersLesson 3: What do they think? (Reading other people’s opinions)Lesson 4: Structuring and planning a persuasive textLesson 5: Writing a persuasive text


Lesson 1: What do you think?

1. In a group of 3 or 4, choose one statement from the list below.

2. Decide with your group if you agree or disagree with the statement.

3. Then, come up with at least 5 reasons to support your decision. On a large sheet of paper, write down your topic choice, whether you agree or disagree and your 5 supporting reasons.

People should never eat animals. Animals have rights too.

The death penalty should not be allowed in Australia.

No one should be allowed to get piercings or tattoos until they are over 18.

Secondary school students should have to wear uniforms.

It should be legal in Victoria for anyone over the age of 18 to carry a gun.

Violent video games should be rated and only available to people over 18.

Anyone should be allowed to be a parent, including gay couples and single people.

4.


When all the groups are finished, report back to the rest of the class your choice of topic, whether you agree or disagree and your five reasons. While you are listening to other groups, make sure that you ask another group at least one question.

5. Think about the language you and other students have been using to express opinions. What are some common words that you’ve been using?

6. Think about whether during class today you have changed your opinion about something. What made you change your mind?


Lesson 1 teacher’s notesAim: Students learn to develop and communicate opinions about controversial topicsObjectives: Students express opinions orally

Students develop an awareness of the language used to persuadeStudents negotiate and persuade others to share their opinions (some lower level students may not meet this objective)

Learning Outcomes:

VELS 1

Risks: Students may be at different levels when it comes to forming and expressing opinions. Review initial assessment material and group students in activities so that lower level students have a stronger student in their group.

Time Activity Resources

5 minutes

20-30 minutes

10-15 minutes

2.5 minutes

2.5 minutes

Write in large letters on the board:What do you think?

Set up tables into clusters. As students enter the room direct them to their table – or have name labels set out so that the student goes straight to their table. Have copies of worksheet A (which lists controversial topics and gives students discussion questions) sitting at the table ready for students to start.

Once students have all arrived, go over the instructions on the worksheet and handout a sheet of butcher paper and marker pen for them to make notes as a group.

Monitor the group work ensuring that all students are involved and prompting those who are not with the question: What do you think? Also ask them ‘Why?’ to elicit the ‘because’ clause.Make notes about the language they are using to negotiate their views to reflect back to them at the end of the activity.

Instructions to students: Ask groups to report back to the class. During this time, every student must ask the group at least one question or make one comment about another group’s response. Mark names off a list as they ask questions. Keep this feedback quick and punchy, so that the students not reporting do not get bored.

Elicit the common use of the word ‘should’. What’s the difference between the word should and the word could? (‘Could’ expresses possibility, where as should expresses obligation with the right to refuse.) ‘What if we used must?’ ‘How would people react if you told them you ‘must’ believe something? ‘How would they react if you said ‘should’?’

Worksheet A

Marker pens and butcher paper.


Discuss other language that you heard them using, including ‘I think XX because’.Ask ‘has anyone changed their opinion about anything since the start of the lesson? Why?”


Every student must express an opinion at some stage during the class. The teacher will monitor and encourage quieter students.

References www.goodessaytopics.com/controversial-essay-topics.html

http://www.goodessaytopics.com/controversial-essay-topics.html


Lesson 2. Reading opinions: persuasive posters

1. Your teacher will show you a slide show of persuasive posters. Look at each of these posters carefully and think about what the author is trying to achieve. How does the author use images and words to try to persuade the audience? Discuss the posters with your classmates.

2. Now it’s your turn! Choose a topic and create a poster of your own. Create a poster that persuades: Smokers to give up smoking People to eat healthy food Girls to take up footy Boys to take up ballet People to read books rather than watch TV …or something else of your choice

Use words and pictures to persuade your audience.

3. When you’ve finished, pin your poster up in the classroom and walk around and look at other posters. Which poster do you like the best? Why?


Lesson 2 teacher’s notesAim: Students gain an understanding of how to use images and language to transform the

opinion of another.Objectives: Read and view simple persuasive texts

Understand how imagery can be used to persuadeLearning Outcomes:

VELS 1, 2, 3 and 4

Risks: Some students may not participate as actively as others. Monitor groups carefully and encourage quieter students. Ask the groups why they are doing certain things when they are building their posters. When asking questions make contact with all students. Students may take too long on the task – keep the class moving.

Time Activity Resources

10-15 minutes

15-20 minutes

Have the group tables set up in the same way as the previous lesson so that students waste no time going to their set group.

Either pin up persuasive posters around the room or display on rotation using an electronic whiteboard or data projector (or do both). Quickly discuss each of the posters, keeping a fast pace.“What is the author trying to make you think? Does it work? Why? Why not?” Elicit how each posters uses both words and pictures to make a point.

Ensure that groups all work through the task quickly.

Persuasive posters MagazinesColoured paperColoured pens and pencilsScissors Glue

Powerpoint presentation

5-10 minutes

Pin all the posters up around the room.Give the students a sheet of money – all have the same amount, for example two 20 dollar notes and a 10. Students cut the money out and then use blue tac to stick the money next to the poster(s) they think are the most persuasive. Discuss why the winner is considered the most persuasive and the runners up. Also pull out some points from the other posters that work effectively.


Ongoing formative assessment.Each student participates in the production of a persuasive poster.Each student participates in discussion about the use of language and pictures to transform an audience’s opinion.


Lesson 3: What do they think?

1. Read the following article with a partner. Take it in turns to read each paragraph.

Friday, Feb. 18, 2011

Ban ear-piercing of infants

While shopping last week, I was in a store with a jewellery department. A young couple was signing some

papers. The next thing I knew the mother was holding a very young infant in her lap. The sales clerk told

the mother to hold the baby firmly and she would pierce one ear then do the other very quickly, before the

baby could get her breath.

Not only is this barbaric but very cruel. If a parent were to stick a needle into a child, it would be

considered child abuse. Child Protective Services would rightly remove a child from such a dangerous

home. Does this infant want her ears pierced? Will she want permanent holes in her ears when she gets

older? Maybe so, but why not wait until the child asks for this to be done?

It's against the law to pierce or tattoo a child. Why isn't ear piercing infants included? Because it's cute and

only hurts for a little while? If you could have heard the screams that came from the store you would

wonder if we should inflict pain on a child for vanity.

Taken from: http://www.modbee.com/2011/02/18/1563434/ban-ear-piercing-of-infants.html#ixzz1K7eFrcYb(for educational use)


2. Now answer the following questions by yourself. Write out your answers in complete sentences and hand them in to your teacher when you finish.

a. What is it that the author doesn’t like?

b. What do you think about piercing a baby’s ears? Why?

c. Did the author make you change your opinion? Why/Why not?

d. Towards the end of the article, the author asks a lot of questions. Why does she do this?

e. What language (words) does the author use to try to create emotion in the reader?


3. Your teacher will now give you and your partner a letter chopped into pieces. Your job is to put the letter back together in the right order. Think about why you are sequencing the story this way. What language tells you the order?

4. Once you’ve put the story together, you will see there are some words missing. With your partner, fill in the gaps.

5. Think about these questions: How are the two texts different? Who do you think wrote each of them? How is the language different? Why does Betsy use the word ‘should’ so often?

6. Write a one paragraph answer to the questions above.


To: [email protected]: [email protected]

Hi Mabel,

-------------------------------------------------------------------------------------------------------

How are you? I hope you’re well. I haven’t been that well. I’ve had the flu and yesterday I had to go to the

doctor. You won’t believe what the nurse looked like!

-------------------------------------------------------------------------------------------------------

She had piercings all over her face. She had one in her nose, her eyebrow and two in her lip. And she had a

tattoo around her ankle.

-------------------------------------------------------------------------------------------------------

People in responsible positions like her ___________dress this way. If she has to have piercings or tattoos,

she _________ have them wear she can hide them at work.

-------------------------------------------------------------------------------------------------------

A doctor’s office is a clean place and nurses ________ have a clean look. In our day, this nurse

would have been all in white wearing sensible shoes.

-------------------------------------------------------------------------------------------------------

Oh well, Mabel, maybe I’m a bit behind the times. Hope to see you at bingo tonight.

Love Betsy

Adapted fromhttp://www.lodinews.com/opinion/letters/article_392058dc-2340-58ca-97a8-6f69d4c6f9be.htmlfor educational purposes

http://www.lodinews.com/opinion/letters/article_392058dc-2340-58ca-97a8-6f69d4c6f9be.html

mailto:[email protected]

mailto:[email protected]


Lesson 3 teacher’s notes:Aim: Students read a more complex persuasive piece of writing and understand the contentObjectives: Explore ideas and information relating to challenging themes and issues

Demonstrate an understanding of the textsLearning Outcomes:

VELS 1, 2, 3 and 4

Risks:Time Activity (include objective for each activity in this section plus what is

needed to be achieved by the student to show they achieved the objectives above)

Resources

5 minutes

10-15 minutes

10-15 minutes

10 minutes

5 minutes

Set up tables for pairwork. Place students in pairs, pairing weaker and stronger students as necessary, as they enter the room.

Write any difficult words from the text, based on your knowledge of the student’s abilities, on the board:barbaricsales clerkinfant vanity

Elicit the meaning of each and explain any words that the group does not know.

Hand out the article ‘Ban ear piercing of infants’ (Worksheet B). Ask them to take it in turns to read a sentence each of the article. As they are reading, walk around the room and assist. If there are students with learning difficulties, focus on phonemic sounding of words. Teach their partner to also help them.When they have finished reading, walk around and hand out the questions (Worksheet C). Do not give them the questions before hand so that they focus on the task of reading.Ask the students to work on the questions by themselves.Monitor students as they complete the questions, assisting as necessary.Get a couple of students to give their answers to question to feedback to the group. Collect the answers to correct at home and return to the students with feedback.

Hand out jumbled article: ‘A letter to Mabel’ (Worksheet D). In the same pairs, students put the article together. (As they do this push them to think about why they are sequencing the story this way. What language tells them the order?)Students then complete the ‘cloze’ exercise, filling out ‘should’ in the gaps left on the sheet.

Close the lesson by asking about the differences between the two texts? Who do you think wrote each of them? How is the language

Worksheet BWorksheet CWorksheet D


different? Why does Betsy use the word ‘should’ so often? Assessment and rationale

Students answer comprehension questions about reading and hand them in for correction. This will give the teacher time to provide some more detailed feedback about sentence structure and to review each student’s work.

References http://www.modbee.com/2011/02/18/1563434/ban-ear-piercing-of-infants.html#ixzz1K7eFrcYbhttp://www.lodinews.com/opinion/letters/article_392058dc-2340-58ca-97a8-6f69d4c6f9be.html




Lesson 4. Writing: Structure and planning

1. Your teacher will give you a cut up version of the article ‘Ban ear-piercing of infants’. This is the text you read last lesson Place the sections of the text in the correct order. Do this without looking at the article form last lesson.

2. You’ll find there are some words missing. Complete the gaps with whatever words make sense. You don’t need to use the exact same words as the original article.

Ban ear-piercing of infantsWhile shopping last week, I was in a store with a jewellery department. A young couple was signing some

papers. _______________ the mother was holding a very young infant in her lap. The sales clerk told the

mother to hold the baby firmly and she would pierce one ear then do the other very quickly, before the

baby could get her breath.

-------------------------------------------------------------------------------------------------------

Not only is this barbaric but very cruel. ____ a parent were to stick a needle into a child, it ________ be

considered child abuse. Child Protective Services would rightly remove a child from such a dangerous

home. Does this infant want her ears pierced? Will she want permanent holes in her ears when she gets

older? Maybe so, but why not wait until the child asks for this to be done?

-------------------------------------------------------------------------------------------------------

It's against the law to pierce or tattoo a child. Why isn't ear piercing infants included? Because it's cute and

only hurts for a little while? ___ you could have heard the screams that came from the store you _______

wonder if we should inflict pain on a child for vanity.


1. Now you are going to write a letter to the paper about something that you don’t like! Answer the questions below to create a plan for your piece of writing.

a. What is it that you don’t like?

b. List 5 reasons why.

c. Complete a sentence using ‘if’:

For example, If the thing you don’t like, then this will happen.

d. If someone disagreed with your opinion, what might they say?

e. Why are they wrong?


Lesson 4 teacher’s notes:Aim: Students learn how to plan a piece of writingObjectives: Demonstrate an understanding of how a piece of writing is structured

Write a plan for an opinion pieceLearning Outcomes:

VELS 5, 6, 7, 8, 9 and 10

Risks:Time Activity (include objective for each activity in this section plus

what is needed to be achieved by the student to show they achieved the objectives above)

Resources

10 minutes

2.5 minutes

7.5 minutes

20 minutes

Place students in pairs. Hand out a cut up version of the article ‘Ban ear-piercing of infants’ (Worksheet E) for students to sequence. As they do this, walk around and elicit information about why they are placing it in this order? Is it just because they remember from last week? Once the article is in order, students need to complete the gaps. They can use any language that makes sense and not necessarily the same language as the original. The cloze exercise draws attention to the use of the conditional, as well as an example of a conjunction.

After students have completed this exercise, write down all of their examples of conjunctions on the board:Eg, And then suddenly, Before I knew it etc, etc

Tell the students they will now start working on their own letter to the newspaper. Ask the students to brainstorm possible topics in 3 groups and get each group to write ideas on butcher paper. Pin the butcher paper sheets up where all the students can see it.

Hand out plan sheets (Worksheet F). Students work individually on their plans until the end of class. Walk around helping students and ensure that each student has a completed plan before the end of class. If a student finishes early, ask them to help another student.

Worksheet EWorksheet F


Each student must complete a plan for a piece of opinion writing and hand this in. Ensure you collect the plans as they are needed for the next lesson (and students are likely to forget to bring them if you let them take them home).

References Brent, M and Milgate-Smith, C, 2008, Working Together,

Linking Skills and Curriculum or Adolescents with a Language

Learning Disability, ACER Press, Vic


Lesson 5. Writing a persuasive text

1. Using the plan you created last lesson, write a letter to the editor of the local paper. Use the article ‘Ban ear-piercing of infants’ to give you some ideas about how to structure your letter.

2. When you finish, check your letter carefully for errors. If your letter is messy and difficult to read, rewrite the letter.

3. Next, swap your letter with another student who has finished. Tell the student what you like about their letter and then point out any errors for them to fix.

4. When you are happy with your work, show it to your teacher and then make any corrections that you need to.


Lesson 5 teacher’s notesAim: Students write an opinion piece of their own based on the plans from the previous lesson.Objectives: Students improve the accuracy and readability of their writing and:

Use a range of punctuation to support meaning Control tenses Edit writing for clarity, coherence and consistency of style Proofread and correct spelling, punctuation and grammatical errors

Learning Outcomes:

VELS 5, 6, 7, 8, 9 and 10

Risks:Time Activity Resources35 minutes

5 minutes

Students enter the room and immediately start working on their opinion piece based on the plans from the previous lesson. They write quietly on their own while you walk around and help.Encourage the students to review the original reading about ear-piercing.

If students finish the writing piece:- point out one example of the error and ask them to find all

the same errors in their work- get students to review each other’s work

If a group of students has finished while others are still busy writing, ask them to come up with a checklist for proofreading their work, based on errors they have found in their own and each other’s work. They can then rewrite their work as a final draft.

Be flexible about the need to create a final (perfect) draft, depending on the student’s ability.Students hand in work.

Learning journal and discussions based around this to conclude block of work.

Plans the students wrote in the previous lesson.


Students hand in an opinion/persuasive piece of writing for correction by the teacher.

References Forster, J, 2010, A school’s success in providing challenge and

engagement for gifted students in the middle school years, The

Australasian Journal of Gifted Education, June 2010, pp. 19-42

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