stage 5 short story unit

ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005

English (ESL)

Stage 5 Year 10

Unit: Narrative – Short Stories

UNIT OVERVIEW


English (ESL)

Stage 5 Year 10


This unit of work was developed by Robyn Conlan of De la Salle College, Ashfield, with some assistance from Rose Stockwell of Casimir Catholic College, Marrickville, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.

Commonwealth of Australia 2005This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.

DisclaimerThe views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.

AcknowledgementThis project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.

ATESOL NSW AGQTP funded project Stage 4 English ESL Short Story unit Robyn Conlan 2

UNIT OVERVIEW

SUBJECT: ESL/ENGLISH

STAGE: 5 – Year 10

COURSE COMPONENT: NARRATIVE – Short Stories

CLASS: A parallel class of 15 students of whom: 13 eligible for HSC English (ESL) 8 FFPOSS whose length of time in Australia ranges from 12 months to four years 3 Refugees – one who began High School this year and had not achieved Exit Level Stage from the Intensive English

Centre but who had completed 5 terms there and was anxious to leave.The students are from Egypt, Hong Kong, Korea, Lebanon, Sudan and Taiwan.

NEEDS: A number of the students are still developing confidence and fluency in oral communication, whilst the majority require considerable support to develop proficiency in their reading and writing skills.

DURATION: of this Unit: 9 weeks of 8 x 50minute periods/10 day cycle.

RATIONALE: The Year 10 parallel class is to enable students to cover the School Certificate syllabus in English without the requirement of completing the amount of content that the majority of students attempt. It enables a much greater focus on their literacy and cultural needs.

OUTCOMES: Stage 5Outcome1: A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure.Outcome 4: A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects of meaning.Outcome 8: A students investigates the relationships between and among texts.Outcome 9: A student demonstrates understanding of the ways texts reflect personal and public worlds.Outcome 10: A students questions, challenges and evaluates cultural assumptions in texts and their effects on meaning.

ASSESSMENT TASK: Write a Short Story: Weighting: 50% of Semester 1 Report and 15% of the School Certificate and Semester 2 Report. Due Date: 1/4/05.

EVALUATION: Informal, peer and formal.


English (ESL) Stage 5 Year 10


TEACHING SEQUENCE


English (ESL) Stage 5 Year 10

Unit: Narrative – Short stories

This unit of work was developed by Robyn Conlan of De la Salle College, Ashfield, with some assistance from Rose Stockwell of Casimir College Marrickville, as part of the 2004-5 ATESOL NSW Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.

Commonwealth of Australia 2005This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box 9880, Canberra, ACT 2601.

DisclaimerThe views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.

AcknowledgementThis project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.


SyllabusOutcomes

ESLScales Outcomes

Syllabus Content

Language to be taught

Teaching andLearningSequence

Resources Assessment QualityTeaching

1. A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure.

5.5 Reads with understanding a range of texts, including those remote from personal experience, interpreting mainly at a literal level and using the information for other purposes.

6.5 Reads with understanding a range of authentic texts for varying purposes, making justifiable interpretations beyond a literal level.

Students learn to:1.1 respond to and compose a range of imaginative and factual texts which are increasingly demanding in terms of their linguistic, structural, cognitive, emotional and moral complexity.

Students learn about:1.7 the ideas, information, perspectives and ideologies presented in increasingly demanding imaginative and factual texts and the ways they are presented.

1.12 how inference and figurative language can be used in complex and subtle ways.

Metalanguage: Stages of Narrative/Story:Orientation,Complication,Evaluation, Resolution, Coda.

1. Building the Field.A.i) Whole class: Brainstorm – whiteboard – workbook – what students know about Narrative.

ii) Pairs – complete task ordering and matching Stage and Explanation of each stage.

iii) Whole class – discuss memories of stories from previous experiences.

iv) ‘Vision Script’ (Strategy to enable students to focus on what was important and to be reflective - students use images and discussion as a memory prompt before writing).Individual and pair: reflection, drawing, discussion, writing.- Repeat discussion and writing.

v) Individual: students to write up story in workbook. Teacher to facilitate if required.

R. #1 Write It Right, DSP: Teaching Interpretation: Thematic Narrative.

H/O #1: Write It Right: op cit.

H/O #2: Robert McGregor: inservice 1993(Education Consultant, Vic.)H/O #2(a): Teacher resource: ‘Vision Script’

Informal Significance: Background Knowledge,Narrative

Intellectual Quality:Metalanguage

Quality Learning Environment: Engagement.

Metalanguage:

Purposes, eg to entertain, to educate/instruct.

Types of text:- definition ofGenre: kind, category, class (relate to science).- characteristic features of different text types

Metalanguage: Definition of ‘Media’: Film, television, novel, cartoon, song, poem, etc.

2. Developing the contextA.i) Whole class: discuss Purpose. Students to relate to their story. Link to their memory – being entertained or instructed? Compare to what they think now – changed?Whiteboard – workbook. ii) Elicit comparisons across cultures/societies, e.g. in classrooms.Discuss message/theme in relation tomoral and social values.

B.i) Whole class: discuss concept of genre and general features of particular genres, beginning with Fairy Tales. Notes on board.

ii) Whole class: Teacher elicits students’ knowledge of media – discuss ways in which narratives/stories are presented as entertainment and instruction. Relate to moral and social values discussed earlier.

Informal assessment

Significance:Background Knowledge, Cultural Knowledge,

Inclusivity

Knowledge Integration


8. A student investigates the relationship between and among texts.

10. A student questions, challenges and evaluates cultural assumptions in texts and their effects on meaning.

7.6 Considers how the reader interacts with the text to construct its meaning.

7.7 Appraises texts, relating own response to analysis of language use and features.

8.1 identify and describe the similarities and differences between and among more demanding texts.

8.7 the ways content, form and ideas of texts can be related. Narrative text

structure: focus on role of Evaluation sections as expression of thoughts and feelings.

Skill: using a thesaurus for vocabulary extension:Alternatives for ‘mind’: eg care, bothered, concerned, worried, disturbed, anxious, etc.Alternatives for ‘think’ and ‘feel’.

3. Deconstructing a narrative textA.i) Pairs: handout The Fight.½ class Handout #3 minus Evaluation, ½ Handout #4 including Evaluation.

ii) Pairs: identify and label the Stages. Check and confirm with others in their group.

iii) Pairs: compare notes and discuss what difference the Evaluation makes. (Motivation)

iv) Report to whole class – discuss personal/social imperative behind the coda. (Handout #5)

Pairs: using thesauruses to find alternatives for ‘mind’, ‘think, ‘feel’. Teacher to facilitate.Whiteboard – workbook.

H/Os #3/4 Write It Right, DSP: op cit.

H/O #5 Write It Right, A.A.

Intellectual Quality:Deep Knowledge,Substantive communication


4. A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.

5.11 Writes a number of coherent texts, demonstrating some flexibility and control over key organisational and language features.

4.3 use appropriate language forms and features and structures of texts in their own compositions and describe, explain and justify their choices in terms of purpose, audience and context.

4.9 appropriate language forms and features and structures of texts to use in an increasingly wide range of contexts.

Narrative text structure

Metalanguage:Language of evaluation in a text – eg throughdescription, repetition, question, prediction, negative expression, etc.

Grammar: 1st person narration

Descriptive language: verb groups, noun groups.

Skill:Composing narrative text

B.i) Pairs: Activity #2: Complete Steps for Reading a Thematic Narrative.

ii) Whole Class: report back. Hand Out #6.

C.i) Pairs: Handout Ghostly Tale – read and identify thoughts and feelings in Evaluation: write out the verbs under separate headings.

ii) Pairs: Handout Activity #3 introducing language of evaluation.

4. Deconstructing/ReconstructingA.i) Individual: Handout #8: students to read and note unfamiliar vocab. Teacher explains that Complication, aspects of Resolution and Evaluation have been omitted.

ii) Pairs: check unfamiliar vocab with partner and report back to class.

iii) Individual: Students write the Complication and Resolution, incorporating Evaluation.

A#2: Write It Right, DSP: op cit.

H/O#6: Write It Right, DSP: op cit.

H/O#7 Write It Right, DSP: Spooky Stories: Narrative.

A#3: Write It Right, A.A.

H/O#8: The Chase, source unknown

Teacher observation of students’ understanding from completed worksheets

Informal

Intellectual Quality:Metalanguage

Significance: Narrative

Quality Learning Environment: Engagement, Social support


9. A student demonstrates understanding of the ways texts reflect personal and public worlds.

6.10 Takes some account in writing that readers react to written texts according to their experiences, interests and values.

7.6 Considers how the reader interacts with the text to construct its meaning.

7.10 Adapts different aspects of writing to take account of context, purpose and reader.

9.5 draw conclusions about their own values in relation to the values expressed and reflected by texts, and their responses to them.

9.10 how alternative readings of texts reflect responders’ personal and public worlds and what they value in the text.

Purpose and effects of description

Skill: editing own writing

Reading skill: identifying descriptive language

Point out importance of the character’s description to the outcome and discuss the possibilities of why the character might be limping.

iv) Pairs. Students read their stories to each other.Individual: make any desired changes.

v) OHT: Class reads through complete story.Individual: underline the description that is important to the resolution. Focus on the internal logic of the narrative.

BOHT of H/O#10 Gerard’s Dilemma with omissions.

i) Class: read and discuss G’s dilemma and possible solutions.

ii) Pairs/Individuals: complete Evaluation, Resolution and attempt Coda.

iii) Discuss stories, variations

iv) Discuss Purpose of the story as used in RE class: to teach a moral lesson.

H/O #9:The Chase:A.A.

H/O#10: Gerard’s Dilemma, CEO, Inservice

Informal peer assessment

Informal

Intellectual Quality:Problematic Knowledge


Grammar:Language to create sympathy/empathy in reader

Text structure: Revision of stages of narrative and effects of varying staging

v) OHT of H/O#11: complete story.Class: discuss what we learn about Gerard’s situation from Orientation and how that affects our response/s: sympathise, empathise. Discuss message, Coda.

vi) Hand out H/Os #13/14Teacher: to write stages on board – hand out story, minus structure.Pairs: label the stagesClass: report back – discuss – justify.Purpose to raise awareness that composer is in control of the staging. Consider effects of non-linear staging.

C.Revision and Assessmenti) Individual

5. Group/Individual ConstructionA.i) Hand out H/Os #15/16/17 – vocab/definition, comprehension

H/O#11: Gerard’s Dilemma, A.A.

H/Os#12: ‘Old Habits’ from Written Genres in the Secondary School, Hardy, J, Klarwein, D., DETQ, 1990.(Copy free)

H/O #13: Assessment of Understanding of Narrative

H/O#15: ‘Runaway” from To Be Continued…, Andronicos, M., Brooks Waterloo, 1987. p.3

Diagnostic assessment task

Intellectual Quality:Deep Understanding

Quality Learning Environment: Engagement, Social support


1. A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure

5.10 Adjusts the form of writing to intended contexts, purposes and audiences.

5.12 Focuses on planning and editing writing to improve its range and expression

1.3 analyse the effectiveness and impact of texts on responders in terms of ideas, perspective and originality.

1.11 their own emerging sense of style, personal preference and discernment in responding to and composing texts.

Descriptive Language:Noun groupsVerb choices

Grammar:Second person narrator

Text structure: narrative endings

ii) Pairs: students underline noun groups, circle verbs.Class: discuss connotation of choices to atmosphere and mental images.

iii) Whole class – Teacher facilitates discussion of two optional endings. Joint construction of one ending. Teacher leads class in developing list of criteria for a good ending. Focus on continuity of narrator’s voice.Students copy notes from board on both options.

iv) Individual: students complete option #2.

v) Pairs: read partner’s ending – note what is well done and where some improvement is possible, using list of criteria previously developed.

B.i) Class. Using sentence Alone and cold, he cowered in a cave. as story beginning, students brainstorm possible scenarios for the story: who, where, what, why – sts copy notes from board.

Stimulus sentence from news story related to social unrest at Macquarie Fields, Daily Telegraph, March,2005

Peer assessment

Intellectual Quality: Substantive communication


Grammar:Revision of language features of each stage in a narrative text, includingverb and noun groups,3rd Person narrator.

Teacher draws students’ attention to the source and literary quality of the sentence.

ii) Individual: write story based on above stimulus.

iii) Modelling of peer: conference process, referring back to list of criteria previously developed.Pairs: Peer conferencing on each other’s stories

iv) Teacher: conference with each pair.

6. Individual construction andassessmentTeacher distributes Handout #17 and explains assessment criteria.

Students draft story – teacher provides feedback after each draft.Students submit final draft for assessment

H/O#16:Conference Sheet

H/O#17: Assessment task notification

Peer

Peer assessment

Formal assessment task

Quality Learning Environment:High expectations


NARRATIVE STRUCTURE: Resource #1

Beginning Stage

Middle Stages

End Stages

NARRATIVE STRUCTURE Handout #1 Beginning Stage Orientation The who, when, where, what,

why of the narrative.

Middle Stages Complication The problem that the main character/s must face and solve.

Evaluation The characters’ thoughts and feelings about what is happening to them.

Temporary Resolution(Optional)

The character thinks the problem has been solved but the reader knows that it hasn’t been: momentary relief.

End Stages Resolution The problem is solved for better or for worse.

Coda (Optional) Overall comment on the whole story, e.g. “I think I was the victor but if I was, it wasn’t worth it.”


VISION SCRIPT Handout #2

Images Discussion 1 Discussion 2 Edited version


THE FIGHT Handout #3

It all happened when I was walking home from school.

Two kids from my class decided to pick on me. They started yelling stupid names like spazzo, pigface etc. Kelly kept me occupied while Matthew (better known as Roberts) rode my bike around the cul de sac of the street. But, still riding, he kicked off my bag and jumped off the bike leaving it to fall. I gave in to my temper.

When Matthew saw this he took off. So it was me and David Kelly to battle it out. I chased him around and around the street. When I finally caught up to him, I threw punches galore. Most of them missed. Kelly managed to escape and run home.


THE FIGHT Hand Out #4

It all happened when I was waling home from school.

Two kids from my class decided to pick on me. They started yelling stupid names like spazzo, pigface etc. I didn’t mind this. I also didn’t mind Kelly punching me in the shoulder. What I did mind was that Kelly kept me occupied while Matthew (better known as Roberts) rode my bike around the cul de sac of the street. This was harmless. But, still riding, he kicked off my bag and jumped off the bike leaving it to fall. This made me sore. I gave in to my temper.

When Matthew saw this he took off. So it was me and David Kelly to battle it out. I chased him around and around the street. When I finally caught up to him, I threw punches galore. Most of them missed. Kelly managed to escape and run home.

I think I was the victor, but if I was, I don’t think it was worth it.


Handout #5NARRATIVE – without EVALUATION NARRATIVE – with EVALUATION

The Fight The Fight

It all happened when I was walking home from school. It all happened when I was walking home from school.

Two kids from my class decided to pick on me. They Two kids from my class decided to pick on me. Theystarted yelling names like spazzo, pigface, etc. started yelling stupid names like spazzo, pigface, etc. I Kelly punching me in didn’t mind this. I also didn’t mind Kelly punching me inthe shoulder. Kelly kept me the shoulder. What I did mind was that Kelly kept meoccupied while Matthew (better known as Roberts) rode occupied while Matthew (better known as Roberts) rodemy bike around the cul de sac of the street. my bike around the cul de sac of the street. This was But, still riding, he kicked off my bag and harmless. But, still riding, he kicked off my bag andjumped off the bike leaving it to fall. I jumped off the bike leaving it to fall. This made me sore. Igave in to my temper. gave in to my temper.

When Matthew saw this he took off. So it was me and When Matthew saw this he took off. So it was me and David Kelly to battle it out. I chased him around the David Kelly to battle it out. I chased him around thestreet. When I finally caught up to him I threw punches street. When I finally caught up to him I threw punchesgalore. Most of them missed. Kelly managed to escape galore. Most of them missed. Kelly managed to escapeand run home. and run home.

I think I was the victor, but if I was, I don’t think it was worth it.

EVALUATION:The evaluation helps us to understand the character/s’ thoughts and feelings and, therefore, the character/s’ actions.

The evaluation also helps to build up the feelings of suspense; it helps us to take the events seriously, otherwise the story might appear trite and silly.

As readers we are able to share the character/s’ thought and feelings.


Handout #6a

Steps for Reading a Thematic Narrative

Write the steps into the correct spaces below.

Step I:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 3:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 4:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 5:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Pick out the key set of thoughts/feelings – the ones that throw light on the events and how they are changing the main character. These occur in the stages of the Complication and are known as the Evaluation.

Break the story down into the stages O C R Coda.

Look at the Resolution and Coda again more closely because it is in this part of the Narrative that the change has taken place. Using all this information, think about what the main character has realised at the end of the story? What has s/he learnt? How have they changed? What is the writer of the Narrative trying to tell us?

Underline all the thoughts/feelings that occur throughout the Narrative.

Read the story from beginning to end. Using your first impressions, what do you think the character has realised at the end of the story?


Handout #6b

Steps for Reading a Thematic Narrative

Step 1:

Read the story from beginning to end. Using your first impressions, what do you think the character has realised at the end of the story?

Step 2:

Break the story down into the stages: O ۸ C ۸ R ۸ Coda.

Step 3:

Underline all the thoughts/feelings that occur throughout the narrative.

Step 4:

Pick out the key set of thoughts/feelings – the ones that throw light on the events and how they are changing the main character. These occur in the stages of the Complication and are known as the Evaluation.

Step 5:

Look at the Resolution and Coda again more closely because it is in this part of the Narrative that the change has taken place. Using all the information, think about what the main character has realised at the end of the story? What has s/he learnt? How have they changed? What message is the writer of the narrative trying to give us.


Handout #7

A Ghostly Tale

Orientation One cold wet night, I left the warmth of my home for a brisk evening walk.

Complication/ Suddenly, a ghost appeared in the middle of the road.Evaluation It was tall and silvery white. It floated towards me wailing

‘Oooooooooooooo…..’ Shivers ran up my spine. I wasterrified.

Temporary Without thinking, I ran away in the opposite direction from this Resolution horrible thing.

Complication/ After a while, I stopped to see where I was but I was hopelesslyEvaluation lost. I was trapped in a maze of unfamiliar houses. I just

couldn’t find my way home. Meanwhile, the ghastly thing kept coming. Following my every step. Where would I go now?

Just then, I saw a familiar house – my friend’s house. Running as fast as I could, I took off towards the house with the horrible thing still close behind. I banged and banged on the door. While I waited for someone to open the door, the ghost was coming closer and closer, nearer and nearer. Was this going to be the end? Was I really going to die here, on my friend’s doorstep? Quick Thomas! Hurry! Before it’s too late!

Resolution The door opened just a crack. I quickly pushed it with all my might and darted inside and slammed the door shut. When I looked outside, the ghost had just disappeared. Only a white spot was left on the damp grass to show it had been there at all.

From Write it Right project materials


Activity #3

Introducing the Language of Evaluation

The following sentences are all examples of Evaluation. Sort them out under the headings you think they belong to.

1. What is this?2. Quick before it’s too late!3. I was scared.4. At last he was satisfied that he was quite alone and safely locked in…’Safe’ he

thought to himself, ‘ I’m finally safe.’5. This can’t be happening.6. I’m going to die!7. I was shocked.8. What’s going on?9. It’s going to get me!10 Am I really going to die, here on my friend’s doorstep?11. Open the door! Just open the door!12. I can’t believe it!

1. Evaluation that describes the narrator’s feelings and reactions:* ……………………………………………………………………………………* ……………………………………………………………………………………

2. Evaluation that uses repetition to reinforce something unusual:* ……………………………………………………………………………………* ……………………………………………………………………………………* …………………………………………………………………………………….

3. Negative expressions that reinforce some ‘unusuality’:* ……………………………………………………………………………………* ……………………………………………………………………………………

4. Evaluation that uses questions which express:a) amazement: …………………………………………………………………b) predictions: …………………………………………………………………

5. Evaluation which predicts what the narrator thinks will happen next:* ……………………………………………………………………………………* ……………………………………………………………………………………

6. Evaluation which uses orders or exclamations:* ……………………………………………………………………………………* ……………………………………………………………………………………

From Write it Right project materials


Handout #8

THE CHASE

One cold, dark, winter’s night I left the warmth of my home for a brisk evening jog. The sports

carnival was only a couple of weeks away and I really wanted to win the 100 metre sprint pennant

again this year so I began training in earnest. I was small and very lightly built for my age and

although people often teased me about my size, it gave me a great advantage where running was

concerned.

Listening to my walkman, I began jogging hard and before long I had built up a fast, steady rhythm.

Then suddenly………………

Limping home, I knew that if I could outrun an Alsatian, I could also win the 100 metre sprint pennant.

What’s more, I felt I deserved it!

Source unknown


Handout #9

The Chase

One cold, dark winter’s night, I left the warmth of my home for a brisk evening jog. The sports carnival was only a couple of weeks away and I really wanted to win the 100 metre sprint pennant again this year, so I began training in earnest. I was small and very lightly built for my age and although people often teased me about my size, it gave me a great advantage where running was concerned.

Listening to my walkman, I began jogging hard and before long, I had built up a fast, steady rhythm. Then suddenly, a long, dark shadow fell across my path. I was scared – very scared. I couldn’t believe what I saw. An enormous Alsatian was towering in front of me. It had huge front paws and its hackles were raised. Its sharp, daggerlike teeth glared at me and it snarled menacingly. I didn’t know what to do. Was thing going to be the end? Was I going to die, here, all alone, in the middle of nowhere? I knew I was dead unless I though of something fast! I was petrified.

I sprinted towards the familiar houses at the end of the street with all my might. But within seconds, the dog was close on my heels. He was getting closer and closer, nearer and nearer. I screamed as I felt his teeth rip into my socks and bite savagely into my ankle. The blood was now gushing from the wound. I realised I would never make it to the houses in time. I then saw the Scout Hall and remembered the hole in the front door. But would I be able to fit through it? I knew it was my only chance.

Gathering my very last drops of energy, I leapt over the fence palings and skidded towards the building. I then bounded up the stairs and holding my breath, squeezed through the small hole in the door. It worked! The Alsatian was still close behind though, his vicious slavering jowls right on my tail. Following me through the hole, however, he found that he had a problem – his body was too large for the opening and he got stuck in the wooden palings. He couldn’t move one way or the other.

Limping home, I knew that if I could outrun an Alsatian, I could also win the 100 metre sprint pennant. What’s more, I felt I deserved it!

Source: CEO Sydney inservice


Handout #10

NARRATIVE MODEL

Orientation Gerard lived in Lidcombe and was in Year 7 at Bartholomew College. He lived in acottagehis father threebrothers

Complication/s

Evaluation/s

Resolution

Coda

One day as he arrived at school, he found aenvelope with ‘School Fees” written on it,He picked it up

As he entered the classroom he realised that he was alone for a moment. He also realised that he was very curious to see what was inside the envelope. He carefully easedthe envelope open and found, $500there were nodetails about who the fees were to be paid for.


Handout #11

NARRATIVE MODEL

Orientation Gerard lived in Lidcombe and was in Year 7 at Bartholomew College. He lived in a run-down, rented, two bedroom, weatherboard cottage which needed painting and his father was unemployed. He had three young brothers and they all had to share the one bedroom.

Complications/s

Evaluation/s

Resolution

Coda

One day as he arrived at school, he found to his surprise, a sealed envelope with ‘School Fees’ written on it, in neat, dark print. He picked it up quickly, and held it in his hands for a moment. He remembered how difficult things were at home and how, just yesterday, they had received the electricity bill which the family couldn’t pay.

As he entered the classroom he realised that he was alone for a moment. He also realised that he was very curious to see what was inside the envelope. He carefully eased the envelope open and found, to his amazement, $500 in crisp fifty dollar notes. To his surprise there were no details about who the fees were to be paid for.

He knew how useful this money would be at home. He also knew how hard it would have been for someone to save this money. He imagined the smile on his dad’s face if he were to bring the money home. He imagined his mum wearing nice new clothes.

The temptation was great, but he knew what he had to do. He walked straight to the school office and handed the money in.

He knew he had done the right thing by his conscience.


Handout #12Generic Structure:

Old Habits Title

He was still sitting there looking as comical as ever. I couldn’t Reference to bear to let him go but I knew I had no choice. Those shining Resolutioneyes that seemed to make fun of everything hew saw, that lolling tongue that slobbered such a wet greeting on everyone The writer gains theand that wagging tail which swished like a stockman’s whip reader’s attentionhad become a familiar sight. As a pup he had been in a early in the story byfight with a wild pig on a farm. He had come out second-best, by fostering curiositylosing half his left ear in the process. Now his one and a half as to the setting, the ears stood upright like lopsided monuments to his childhood main character and bravery. For this reason, also, he had inherited the name the reason for “Loppy”. Those of us who knew him well, however, thought the “letting him go’. name “Loopy” would have been more appropriate.

I had inherited this four-legged, blue-heeler menace from my Orientationuncle. The dog had been used to the free life on a large cattle Origin and property but when my uncle had gone bankrupt owing to a description of theprolonged drought, he was forced to give him away. My dog.mother, being kind-hearted, had offered to adopt him. Loppy was a well-trained and very efficient cattle dog and would round up a hundred head of cattle at a time, snapping and snarling ferociously at their hooves. His over-enthusiastic approach to his work, however, was to cause us an endless supply of trouble.

Our chickens didn’t stand a chance. From day one they were ComplicationConstantly chased around our backyard and herded, feathers scattering in all directions, back into the chook run. Soon we had the scraggliest chooks in the area. The postie who delivered our mail was in for a hard time as well. Loppy, familiar with the motorbike routine on the farm, would crouch low as the postie approached and would spring onto the back of the bike. Needless to say, the postie was not impressed. No matterhow hard he tried he could not avoid Loppy, who regarded this free ride as a daily game.

These pranks, however, were only small incidents compared Complicationto the disaster he created when we went to the beach. While lying on the beach sunbaking, I was disturbed by a group of young children who were howling and screaming. Raising myself slightly, I was dismayed to see Loppy herdingthem into a group away from the water’s edge. He had obviously seen them close to the water and, sensing danger, had bounded off to recover them, blasting other sunbakers with a shower of sand. Having done his good deed, he sat there with a foolish, expectant grin on his sandy face. Red with embarrassment, I dragged him away amongst a bombardment of sticks and shouts.


No amount of punishment or coaxing could change his wayward Complicationways. The crunch finally came when he took a fancy to herding the door-to-door salesmen who visited us on a regular basis, hoping to sell their goods. Receiving no answer at the front door, they had ventured into our backyard where Loppy was waiting excitedly. Teeth bared, hair bristling, he snapped menacingly at their heels forcing them further and further back until they became helplessly trapped inside the muddy fowl run. Their desperate cries finally attracted my mother’s attention with the result that Loppy wasbanished in disgrace to the dog kennel.

Taking Loppy to the Animal Refuge had been our last resort. ResolutionPerhaps some farmer could use his exceptional talents. As I turned to take one last look at him before leaving, I had to smile to myself. There he was, at it again! Busily rounding up all the other inmates of the Refuge.


Name: …………………………………… Handout #13

Assessment of Understanding of Narrative

Q.1 What are the STAGES of a Narrative and what is each stage about?i) ……………………………..……………………………………………………………………………………………………………………………………………………………………………………………………………..ii) ……………………………..………………………………………………………………………………………………………………………………………………………………………………………………………………iii)……………………………..…………………………………………………………………………………………………………………………………………………………………………………………………..................iv)……………………………...………………………………………………………………………………………………………………………………………………………………………………………….............................v)………………………………………………………………………………………………………………………………………………………………………………………………………………………….............................vi)……………………………..………………………………………………………………………………………………………………………………………………………………………………………….............................

Q.2 What are the social and political purposes or a Narrative? To ………………………… and to …………………………

Q.3 Why is Narrative important in a society? Because ………………………………………………………………………………........….........................................................................................................................................

Q.4 Why is Evaluation an important Stage in a Narrative? It helps the reader to ………………………………………………………………….......and it helps ………………………………………………………………………………….........

Q.5 What Stages of a Narrative should the Description of a character be linked to? The ………………………… and the …………………………

B: Read the sentences below and write TRUE or FALSE beside them.

8. All narratives must have a Temporary Resolution. ………………………

9. Narratives cannot begin with the Complication………………………….

10. The Stages in a narrative can be repeated……………………………….


Handout #14

Runaway

Slam! The door almost shatters with the force of your anger as you crash it shut behind you. You’ve had enough of the fighting, the scenes and the pain. No more! You storm down the pathway, kicking at your baby sister’s tricycle as it rears up near your feet to trip you in the darkness. “This is it!” you mutter to yourself as you wrench open the old, squeaky garden gate, “The very last straw!” As you stride down the dimly-lit suburban street, you re-live the events of the last half-hour until your brain is reeling with the red fog of rage.

Shaking your head to clear the rage, you realise that this headlong rush has taken you down the road you walk every morning and you are, in fact, standing in front of the school building. Again the unfairness of it all bursts in on you, leaving you weak and trembling. The best decision would be to rest for a moment on the rickety old bench under the Science lab window. Quietly you climb the low fence and walk across the long, wet grass to the back of the school where even the faint glimmer of the street light is blotted out by the menacing bulk of the Science block.

Grateful for the rest and the darkness, you sink with a shuddering sigh onto the familiar, splintery bench, fingering the well-known fragments of its rust-coloured peeling paint. You’ve got to think! What are you going to do next? You reach into the pocket of your jeans and draw out all the money you have in the world. You don’t need much light to count the five small coins that might just get you to the city by bus – assuming that the bus ran at this time of night…which it doesn’t. But what would you do when you got into town? You’ve seen T.V. reports of the hundreds of homeless teenagers that sleep in parks or wrecked houses and end up dead or addicted.

“That’s not for me!’ you can’t help exclaiming aloud. Perhaps there’s a Youth Refuge somewhere in the neighbourhood. You’ve heard they’re usually pretty helpful in cases like this.

Suddenly, from the impenetrable blackness beside you, there comes a low, rumbling voice that sends your heart pounding with shock and robs your knees of the strength you need to leap to your feet and run.

“Tell me all about it,” comes the sinister whisper…


Handout #15aRUNAWAY

1. Complete the vocabulary/definition grid below. You must write the correct meaning beside the word. An example has been done for your.

2. Complete the comprehension.

WORD DEFINITION POSSIBLE MEANING

para. 1, storm feeling very confused because you have so many things on your mind

p.1, last straw an event that may not be important of itself, but it has been one of many events

If

p.1, reeling impossible to see through

p.2, menacing a place where you can feel safe

p.3, assuming that being unable to move

p.4, refuge seeming to be not attached to a body

p.5, impenetrable evil/menacing

p.6, sinister to leave angrily

paralysis, Options #2 dangerous/threatening

disembodied, Options #3 an event that my not be important of itself, but it has been one of many events


Handout #15b

RUNAWAY

NB: When the narrator uses ‘you’, he is referring to/talking about himself.

SO, you must continue to use the same person – use ‘you’ – not ‘me’ or ‘I’ or ‘him’..

Comprehension Questions:

Q.1: The youth is leaving his own home. What information in paragraph 1 tells us this?

“………………………………………………………………………”

Q.2: The youth is obviously very angry. Who, or what, do you think has caused this? Explain.

…………………………………………………………………………………………

…………………………………………………………………………………………

Q.3 The youth thinks about getting a bus to the city. What concerns/worries, apart from not having enough money, does he have about doing this? (para. 3)

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

Q.4: He says, “That’s not for me!”. (para. 4) What is he thinking of doing instead of going to the city?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………


Handout #15c

RUNAWAY

Notice: * how an atmosphere of anger, tension and fear was created by the simple device of describing the person’s surroundings in gloomy or spooky terms and using words (verbs) such as ‘crash’ and ‘shatters’. Try to use the same device or careful description when you write your section of the story.

OPTIONS/CHOICES

1. You dare not disobey and your whole story pours out.

2. Your temporary paralysis wears off and you run like a startled rabbit.

3. You sit there, mesmerised with terror, waiting for the disembodied hands to close around your throat.

INSTRUCTIONS:Write an ending to this story.


Handout #16

Conference Sheet

DATE: between and

Please make helpful comments about partner’s work. What works well and why, and what you think might improve some stages.

Orientation:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Complication/s:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluation:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Resolution/Temporary Resolution/s:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Description:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signed:


Handout #17

De La Salle College AshfieldENGLISH

ASSESSMENT TASK NOTIFICATIONYEAR 10

2005

DATE DUE: Term 1, Week 8

TOPIC: Narrative – from selection

WEIGHTING50% -

Semester 1 Report15% -

School Certificate and End of Year Report

SYLLABUS COMPONENT & WEIGHTING:Writing: 15%

NATURE OF TASK:In class Writing Task

MARKING CRITERIA:You will be assessed on how well you:- write with originality and creativity,- apply and control descriptive and figurative language skills;- use the correct narrative form and structure;- write with correct use of sentence structure, punctuation, spelling and paragraphing.

TASK:1. Write a NARRATIVE based on one of the following stimulus items provided.2. You will have three periods in class in which to draft your narrative. The first draft must be completed in the three allocated periods.3. No material is to leave the room until the last period. At the end of the first two periods your teacher will collect your work and sign it. At the end of the third period, your teacher will again sign your draft and then you will be allowed to take your draft home to edit and polish your NARRATIVE.4. No substantial changes to your story will be allowed. Changes to words, spelling, punctuation and paragraphing are allowed. You are allowed to type your story, but handwritten pieces will not be penalised.5. On the due date, you will have to hand in your final copy AND your draft stapled together, using the attached cover sheet. Any final copies submitted without a draft signed by your class teacher WILL NOT BE MARKED.

NB: WORD LIMIT; 750 WORDS (plus or minus 10%).

ASSESSMENT RULES; (see your assessment schedule for details.)1. Students must make a genuine attempt at the task.2. Students who are absent must complete an Assessment Absence form (obtainable from the Year Coordinator) and submit it with appropriate documentation on the first day back at school.3. Students who are absent and do not follow the above procedures must complete the task or an alternative task but will have a ZERO mark awarded.4. Students are to use the paper provided by the teacher for their drafts.


De La Salle Ashfield

YEAR 10 ENGLISH ASSESSMENT TASK

NARRATIVE: SHORT STORY

Please read instructions CAREFULLY before you begin writing.

INSTRUCTIONS:

1. You must choose ONE item: either an opening line or an image.

2. Write a narrative in the form of a short story about the item that you have chosen.

3. Choose only ONE ITEM as only one will be assessed.

STUDENT NAME: ………………………………………………….

HOME ROOM: …...........

ENGLISH TEACHER: ………………………………………………….

Teacher’s signature, draft 1: ………………………………………… Date:




Opening lines:

On the old stone table in the garden she found a strange orange rock, black burn marks radiating out from underneath it.

It happens that I am going through a period of great unhappiness and loss just now.

They really hurt him.

Maybe what happened to him was all my fault…

Jonathon rang the doorbell and waited impatiently for some to answer.

It’s hot as hell in Martirio, but the papers on the porch are icy with the news.

I feel very strongly about this.

Images:(Selected from Board of Studies past School Certificate examination papers – not reproduced here.)


YEAR 10 ENGLISH – SHORT STORY MARKING CRITERIA

A

- narrative structure used in a clever & sophisticated manner- characterisation & character evaluation is sophisticated in nature- speech (reported/direct) is used correctly & effectively- description & language are used effectively & fluently- spelling, tense & punctuation are generally correct- paragraphing is used correctly and for effect- story is original & holds the reader’s attention

17 - 20

B

- narrative structure is used correctly- characterisation & character evaluation is effective in nature- speech (reported/direct) is used correctly- description & language are used effectively- spelling, tense & punctuation are reasonably correct- paragraphing is used correctly- story holds the reader’s attention

13 - 16

C

- narrative structure used correctly but may be simple in nature- attempts at characterisation & character evaluation are apparent- speech (reported/direct) is used but with some errors- description & language are used but may be simplistic in nature- spelling, tense & punctuation may be inconsistent- paragraphing is mostly correct- story is interesting in parts

9 - 12

D

- narrative structure is attempted, may be a recount- limited attempt at characterisation & character evaluation- speech (reported/direct) is attempted but is error-prone- description & language are used in a simplistic or repetitive manner- spelling, tense & punctuation are inconsistent with many errors- paragraphing is inconsistent or limited- story is rarely interesting

4 - 8

E

- narrative structure is not attempted- little attempt at characterisation & character evaluation- speech (reported/direct) is consistently incorrect- description is extremely limited- spelling, tense & punctuation are error-prone so as to detract from

understanding of the work- paragraphing is non-existent- story is a series of unconnected events- may be a non-attempt, plagiarism.

0 - 3


stage 5 short story unit

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