The shifting nature of identity

Year 11 English: reading to write – transition to senior

English
Duration: 10 Weeks
This document references the English Standard Stage 6 Syllabus © 2017 Copyright NSW Education Standards Authority (NESA) for and on behalf of
the Crown in right of the State of New South Wales.

Unit rationale
In the Common Module – Reading to write, students develop the skills and knowledge to appreciate, understand, analyse and evaluate texts.
Students will study and reflect on a variety of texts around the idea of individual and collective identity. The focus text for this unit is Tim
Winton’s collection of short stories, The Turning. Students will read and respond to a range of other creative and persuasive texts. These other
texts connect with the focus text through the study of textual concepts, genre, language form and features. Students will undertake a range of
writing activities throughout the unit to assist in preparing for this task.

Focus question(s)
 How are individual identity and collective identity explored in texts?
 How do composers convey a sense of individual and collective identity?

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Outcomes
 EN 11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression
and pleasure.
 EN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes,
media and technologies
 EN 11-4 strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contexts.

Assessment outline
Students will create an interactive website based on the concept of identity. Incorporated within this web page will be: a thesis statement, critical
response, a related text, a narrative and an embedded recording of a dramatic reading of the creative response. This presentation will be used
as a resource for other year 11 students.

Texts: Tim Winton - The Turning

Outcomes/content Teaching and learning Evidence of learning

Week 1 Introduce unit:  Students write a basic

Focus Questions: Assessment task /developed /insightful
reflection of the significance
 How do we define the Hand out assessment task and go through time frame and structure of
of identity and empathy
significance and varying course.
towards others.
understanding Identity
associated with the Reading/Writing portfolio
Activity 1
concept of identity and  Throughout this unit student
place? What is identity? will produce written texts of a
 What is the place of  How do we represent ourselves in the modern world? variety of different forms. It is
literature in conveying encouraged that at least one
 How many defined identities do we have?
the significance and period a week be devoted to
o Personal the student writing process,
connections associated
with identity and place? o Family whether it is planning,
drafting, editing or peer to
o Cyber

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 Outcomes/content Teaching and learning Evidence of learning

Outcomes: o Peers peer feedback.

 A student uses and  Students to define the key aspects and differences of each.  Students are encouraged to
evaluates processes,  What influences the generation of identity? construct their own writing
skills and knowledge portfolio. Digital Portfolios
required to effectively Students explore how their ideas of identity, values, beliefs and culture through applications such as
respond to and have been moulded and influenced from an early age. OneNote will aid the
compose texts in Activity 2 development of research
different modes, media Reading/Writing portfolio skills.
and technologies EN 11-  Regular portfolio checks,
 Resource 1
2 whilst not part of the formal
 Students are to explore the changing nature of their own individual
 A student understands assessment, form evidence on
identity.
and explains the student engagement with the
diverse ways texts can  Suggestions: course.
represent personal and o Personal profile  Students write a basic
public worlds EN 11-7 /developed / insightful
o List of online avatars/identities
 A student identifies and reflection of the significance
o Personal timeline
explains cultural and enduring quality of
assumptions in texts o Changing personal interests over time storytelling in their past.
and their effects on o Creative piece – ‘Looking back at the mirror’  Students identify in a basic /
meaning EN 11-8 developed / insightful way,
Activity 3
Textual Concepts: how the forms and features in
Oral storytelling
 Context texts convey cultural
 What is it? conventions through
 Perspective
 What is the importance of oral storytelling to traditional cultures and an generations.
 Representation understanding of identity and place?  Students identify the unique
 Theme  What is the difference between true history and traditional storytelling? significance of oral
 View YouTube clip ‘Introduction to Oral Storytelling’ storytelling
https://www.youtube.com/watch?v=8VlyAb2qaGI  Students identify local
 Focus discussion and activity on the use of storytelling to: Aboriginal stories through
connection with Lands
o Inform Council and AECG.
o Educate  Students explore the basic /

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Outcomes/content Teaching and learning Evidence of learning

o Pass on culture and values developed / insightful /

o Moral codes and conventions sophisticated link between
character and landscape
o Entertain through stories.
 What were the earliest stories that you were exposed to?  Students identify and connect
 What was the purpose behind these stories? the basic / developed /
 What are the issues and social constructs that influence the changing insightful use of language
perceived legitimacy of oral stories? forms and features used to
convey the relationship
Activity 4
between the landscape and
Traditional Aboriginal Oral Storying the individual.
 What is the purpose and the unique cultural significance of Aboriginal  Students research examples
oral storytelling? of folktales from around the
 Resource 2 world. For each texts
students complete a basic /
 View the SMH newspaper article on ‘Putuparri and the Rainmakers’
developed / insightful analysis
http://www.smh.com.au/entertainment/movies/putuparri-and-the-
that explores the assertions
rainmakers-review-a-story-of-life-time-and-culture-20150930-
from the article:
gjy85q.html
o Folk and fairy tales evoke a
o Students explore the enduring significance of oral tradition on
sense of place, culture and
culture and individual.
social history
o Students focus upon the individual experience of the narrator and
o They are proof of the power
the characterisation of this man.
and breadth of imagination
o How does the composer use storytelling to link an individual with
o They can serve as a strong
place and culture?
moral compass
o What conflicting discourses exist within these contexts?
o They can unite us with
o Documentary is available on SBS demand. their timeless and
Activity 5 universal messages
Folktales o They are a strong link to
past generations
 What significance do stories play on the development of the individual,
community and culture? Reading/Writing portfolio
 Resource 3 - Folktales – Article: 5 Reasons Why Myths, Folktales and  Students appropriate a

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 Outcomes/content Teaching and learning Evidence of learning

Fairytales Stand the Test of Time popular folktale into a modern

http://www.scottishbooktrust.com/blog/reading/2017/08/5-reasons-why- context.
myths-folktales-and-fairytales-stand-the-test-of-time  Individually or in pairs,
 Discuss and analyse language use and issues within the article. students choose a story or a
o Identify five folk stories from around the world. song that has particular
relevance to their sense of
o Identify the purpose behind each. identity. Students develop a
o Explore and analyse the forms and features that support and basic / developed / insightful
enhance the lessons provided within each. dramatic reading of this text
Activity 6 to be performed in class.

Dramatic Reading  Students write a brief

reflection statement
 What are the key differences between a dramatic reading and reading
identifying the choice of the
aloud?
song and the decisions that
 Students are explore the concepts of performance and characterisation influenced their dramatic
and the choices made by composers. reading.
 Class can view celebrity dramatic readings of popular songs. For
example: Morgan Freeman reads ‘Love yourself’ by Justin Beiber.
https://www.youtube.com/watch?v=r8Eg49_bBSQ
o How does the dramatic reading change the audience's response to
the same lyrics as they were sung?
o Students identify key words or phrases that convey significantly
changed meaning.
o Class discusses and develops 5 key techniques necessary for
producing a dramatic reading.
Week 2 Websites  Students produce a basic /
Focus Questions: Activity 1 developed / insightful analysis
of website design -
 How is identity and a Analysis:
annotations of forms and
sense of place  Resource 4 - Webpage analysis template features; initial creation of
conveyed in the digital
 What makes a ‘good’ website? (Evaluation of a website) - see example website
age?
site:  Students articulate a basic /

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Outcomes/content Teaching and learning Evidence of learning

Outcomes: https://sites.google.com/education.nsw.gov.au/websitedesign/home developed / insightful analysis

 A student responds to  What are the forms and features of a website? of what features make an
and composes effective webpage.
 How is information communicated in a different way?
increasingly complex Reading and Writing portfolio
 Why are websites an important text type / medium today?
texts for understanding,  Students produce a basic /
interpretation, analysis,  Analyse some popular websites. Consider each of the following:
developed / insightful
imaginative expression a. Relevance of the information webpage review on a website
and pleasure EN 11-1 of their choice
b. Accuracy and date of completion
 A student uses and
c. Is the website visually engaging?
evaluates processes,
skills and knowledge d. Is the font size and colour appropriate for the site?
required to effectively e. Are there navigational links for the site?
respond to and
f. Is there a clear audience for the site?
compose texts in
different modes, media g. Is the layout logical?
and technologies EN 11- h. Does the language and content suit the audience?
2 i. What alterations would you make?
 A student identifies and Activity 2
explains cultural
 Using the YouTube videos on the example website students can create
assumptions in texts
a website.
and their effects on
meaning EN 11-8  Lead a class investigation of Google Sites - initial exploration of how
the site works. Create a general page with the following:
 A student reflects on,
assesses and monitors o Additional pages
own learning and o Text box
develops individual and
o Embedded videos
collaborative processes
to become an o Images
independent learner EN o Change of theme
11-9
o Links to other sites
Textual Concepts:
o Uploaded content (for example; image, document)
 Representation
o Survey / Google form

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 Outcomes/content Teaching and learning Evidence of learning

 Code and convention

Week 3 Ancestry.com  Student responses will
Focus Questions: Activity 1 establish a basic / developed /
insightful understanding of
 Is identity genetically Examine the homepage of the ancestry website www.ancestry.com.au
web page construction.
created?  Students complete the following questions: Student responses should
 What impact does o Why are they using anachronistic images? assist in the construction of
knowledge of personal their websites for the
history have on o How is the quote connected to the salient image?
assessment task.
identity? o What is the connection between the symbols (books, picture, crown
 Student responses should
Outcomes: and sword) on the site and the purpose of the company?
develop a basic / developed /
 A student analyses and o How are the comments about family reinforced by other parts of the insightful perception that the
uses language forms, page? more a person knows about
features and structures o What is the reason for ‘Stories From Our Members’ section? their heritage/culture and
of texts, considers history, the more it changes
o How are the visuals of the web page used to promote the idea of
appropriateness for their sense of self. Student
researching of identity through DNA?
purpose, audience and responses should also
context and explains o ‘There are many paths to finding your family story’. What does the reinforce the idea that there
effects on meaning EN above quote reveal about your understanding of identity? are many ways to create
11- 3 o How does ancestry.com help define an individual’s identity? identity.

 A student applies Activity 2  Student responses should

knowledge, skills and reflect a basic / developed /
Going On A Journey With Your DNA
understanding of insightful concept of identity
 Resource 6 - Small World Analysis Table deepening with the research
language concepts and
literary devices into  Going On A Journey With Your DNA Resources: of personal histories.
new and different https://www.youtube.com/watch?v=l_ba7EHLTRE&list=PLcTG-  Student responses reflect a
contexts EN 11-4 OItegCv4YWiH1HUx8X2HnEgIHlv0 basic / developed / insightful
 A student identifies and  View the ‘It’s a Small World’ clips on the Ancestry site also available on understanding that knowing
explains cultural Youtube. identity broadens a person’s
assumptions in texts world and connects people in
 Discuss what the people learn and how are they changed by what they
and their effects on a community while remaining
learn.
meaning EN 11-8 unique.
 Complete a table examining the journeys of four participants.
Reading and Writing portfolio

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Outcomes/content Teaching and learning Evidence of learning

Textual Concepts: Activity 3  Students produce a basic /

 Authority DNA and Identity developed / insightful
exploration of their personal
 Character  Students select another participant and document their journey in the
ancestry or an individual of
 Context same manner as the previous four examples. Students identify and
their choice. Potential for
explain any common experiences of the experiment.
 Perspective creative appropriation.
 Some ideas students could examine the following ideas:
o By knowing how different they all were brought them closer together
as a community.
o Who you think you are and what you are scientifically is very
different.
o The more we learn about who we are the more we are changed by
that information.
o There is a scientific and metaphysical connection between all
humans.
o If you know where you came from, you have a good idea of who you
are now and what you will be in the future.
Activity 4
Reading/writing Portfolio
 In journals students reflect on the following:
a. what they have learnt about web design
b. how scientific knowledge of an individual’s DNA impacts on their
identity.
Week 4 Collective Identity  From the introductory 2
Focus Questions: Activity 1 minutes, student responses
will show a basic / developed /
 How do composers Changing nature
insightful understanding of
convey insights into an Texts: what they think the debate
individual identity and a
Stan Grant’s ‘Racism is destroying the Australian Dream’ will have to say about the
collective identity?
‘collective identity’ of
 Go to the ethics centre website: www.ethics.org.au and view the
Outcomes: Australians?
opening introductions (up to 2 min mark) made by Simon Longstaff for

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 Outcomes/content Teaching and learning Evidence of learning

 A student analyses and an overview of the topic and guests involved in the ‘debate’. o Students responses will
uses language forms, o Question: From the introductory 2 minutes, what do you think this show a basic / developed /
features and structures debate will have to say about the ‘collective identity’ of Australians? insightful understanding of
of texts, considers how a speech presented
appropriateness for o Introductory activity – what are the key elements of a debate /
for a specific purpose and
purpose, audience and argument? Brainstorm. Focus on the key elements of structure and audience allows insight
context and explains thesis. into composer’s
effects on meaning EN Activity 2 perspective on issues of
11- 3  View Stan Grant’s speech on the website: http://www.ethics.org.au/on- identity.
 A student applies ethics/blog/january-2016/stan-grant-s-speech-on-racism-and-the- o Student responses will
knowledge, skills and australian-d show a basic / developed /
understanding of  Resource 7 - Stan Grant Speech Transcript skilful ability to highlight
language concepts and key words, pauses and
 With varying levels of teacher support - annotate the transcript with
literary devices into body language that Grant
keywords of emphasis, pauses & body language that Grant uses in his
new and different uses for emphasis and
speech presentation to emphasise his point.
contexts EN 11-4 comment on their
 Explore the use of historical figures in Grant’s speech. To what extent effectiveness.
 A student identifies and
do they further his argument that ‘Racism is destroying the Australian
explains cultural o Student responses will
Dream’
assumptions in texts show a basic / developed /
and their effects on  Focus Question: What does this speech tell us about his perspective on skilful ability to Identify
meaning EN 11-8 the collective identity of Australians? key historical figures that
 A student reflects on, Activity 3 Grant refers to in the
assesses and monitors speech ‘Racism is
The Rabbits by John Marsden and Shaun Tan
own learning and destroying the Australian
 What does the front cover depict? What connotations are created? Dream’ and to explore how
develops individual and
collaborative processes  Describe the rabbits –what visual imagery is used to communicate the they are used to further his
to become an stance of the rabbits? argument?
independent learner EN  Explain how the viewer is positioned to see the story with the use of o Students responses will
11-9 the first text, ‘The rabbits came many grandparents ago’. show a basic / developed /
Textual Concepts:  Why is the text minimal and the book reliant on the use of imagery? perceptive understanding
What is the significance of this in regards to audience and purpose? of how a speech presented
 Perspective
for a specific purpose and
 Authority  What does the allegorical story of the white rabbits invading the land of
audience allows insight
the marsupials represent?
into composer’s

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Outcomes/content Teaching and learning Evidence of learning

 Explain the symbolism of the rabbits versus the marsupials. perspective on issues of
 Describe how the size and positioning of images are used throughout identity.
the text. Consider how this changes from the beginning to the end.  Students will consider how
 Analyse how colour is used throughout the text. Consider the the picture book texts, The
connotations associated with different colours that are used. Rabbits (John Marsden) and
The Little Refugee, (Anh Do)
 Analyse how responders are positioned to see the impact of the
communicate the concept of
encounters between the rabbits and the marsupials. Why is this
identity through visual and
significant?
written language techniques.
 What is the purpose of the rhetorical question used at the end of the
 Student responses will show
text? How is this contrasted with the remaining illustrations?
basic / developed / insightful
 What is the general concept of ‘identity’ seen in The Rabbits? understanding of:
 Explain the meaning Marsden and Tan are exploring concerning the o How imagery is used to
notion of identity and its impact. create meaning
Activity 4 o Connection between
The Little Refugee by Anh Do and Suzanne Do, illustrated by Bruce Whatley written and visual
elements
 Identify the colours used while the characters are in Vietnam
compared to the arrival in Australia. Why is there a significant change o Significance of audience
from sepia tones to colour? What does this represent? and purpose
 Describe the sense of identity from the opening pages. How is Vietnam o Impact of allegory
described and what impact is this shown to have for the characters? o Use of symbolism
 Describe the experience of the refugees on the journey from Vietnam. o Salient images, foreground,
 The storm is a symbolic representation of the experiences of the background
refugees. What does this represent and what is its significance? o Colour and associated
 How does the tone shift on arrival to Australia? Why? meaning
 Explain how the identity of the characters changes with the new o Positioning of responder
environment. Consider the physical changes evident in the visuals as Reading and Writing portfolio
well as the written text.
 Students produce a basic /
 Identify how Whatley uses images to convey a sense of place and developed / insightful critical
emotion. response to one of the four
 Describe the layout of images and its significance. Consider salience, texts studied. Students are

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 Outcomes/content Teaching and learning Evidence of learning

foreground and background. encouraged to find

 Why is this written in the style of first person memoir? How does this contemporary/current links
contribute to the sense of identity? within the media.

Week 5 Australian Identity Reading and Writing portfolio

Focus Questions: Tim Winton - The Turning  Students produce a basic /
 What are the underlying Activity 1 developed / insightful reading
connections between a log entry and reflection
 Students explore the National Library of Australia government web
personal and a national statement.
archive site ‘Australian Language, Letters and Literature’.
understanding of http://webarchive.nla.gov.au/gov/20160615195441/http://www.australia. Reading and Writing portfolio
identity? gov.au/about-australia/australian-story/austn-language-letters-and-  Students produce a basic /
 How can we appreciate literature developed / insightful micro
the role Australian  Discuss with students which of these texts they are familiar with. What story composition based upon
literature plays in is it about these texts that identifies them as uniquely Australian? stimulus material.
shaping our collective Paterson’s Waltzing Matilda can be used as a stimulus text to Reading and Writing portfolio
Australian identity? brainstorm the representation of Australian iconography.  Students produce a basic /
 How important is a  There is a clear underrepresentation of ATSI authors in the literature developed / insightful reading
sense of identity of listed. Discuss with students why this may be. What does this suggest log entry and reflection
place to an about the nature of Aboriginal storytelling? What does this suggest statement.
understanding of about the basis of our national identity? Teachers may provide an
Australian culture? additional list of ATSI text titles for students to explore.
 In what ways does Tim  Students select one or more of the quality texts, listed on the site in
Winton represent our any medium, that has formed the Australian ethos; for example;
collective Australian Clarke’s For the Term of his Natural Life, Lindsay’s The Magic Pudding.
identity?
 Resource 9 - Reading Log
 How can imaginative re-
 Students research and read their selected text/s, and record their
creation deepen our
reading progress on a READING LOG (Resource 9). This log can also be
engagement with the
used when exploring Winton’s The Turning.
concept of individual
identity?  For each text read, students compose a reflection statement (Resource
7) in response to the focus question: How can we appreciate the role
Outcomes:
(text title) plays in shaping our collective identity? Students submit
 A student applies reading and reflection log at the end of the unit.

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Outcomes/content Teaching and learning Evidence of learning

knowledge, skills and Activity 2

understanding of Resource 10 - Fakebook profile pack
language concepts and
Fakebook profile
literary devices into
new and different  Students are presented with a biography of Tim Winton, view ABC
contexts EN 11-4 News interview Tim Winton reflects on how Albany shaped his life, and
read Winton’s essay ‘The C Word’.
 A student identifies and
explains cultural o Biography https://literature.britishcouncil.org/writer/tim-winton
assumptions in texts o Reflecting on life in Albany https://www.youtube.com/watch?
and their effects on v=DbVQT4ouwzc
meaning EN 11-8
o The c-word
Textual Concepts: https://www.themonthly.com.au/issue/2013/december/1385816400/ti
 Genre m-winton/c-word
 Character  Using the information gathered, students create a Fakebook profile
 Context page on Tim Winton detailing his achievements, his works, his notoriety
in Australian Literature, how Winton’s sense of place and early
 Literary Value childhood experiences influences his work, and his political and social
 Perspective commentary.
 Students record their reading and viewing in their Reading and
Reflection Log, responding to the focus question: In what ways does
Tim Winton reflect and shape our collective Australian identity?
Students should be guided to consider the values and attitudes
represented in the three texts presented.
Activity 3
Tales of turning
 Orientate students to the notion of ‘Turning’. What does it mean when
an individual ‘turns’?
 Resource 11 - Chapter Titles
 Resource 12 - Visual Stimulus – teacher to source appropriate images
 Resource 13 - Micro stories
 Provide students with either the chapter titles from Winton’s The

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 Outcomes/content Teaching and learning Evidence of learning

Turning (Resource 9) or images from the film (Resource 10). Students

consider the notion of ‘turning’ in conjunction with the concept of
individual identity. Using their selected stimulus piece (title or image)
as a writing prompt, students complete the micro stories writing
activity.
 Students share their compositions with the class and place on display.
 Students read The Guardian’s book review on Winton’s The Turning.
Consider Winton’s purpose in his collection of short stories. How does
the author of this review interpret Winton’s notion of ‘turning’? Justify
why Winton’s work is representative of the concepts of collective and
individual identity? Why do you think Winton chose the short story form
to achieve his purpose? What is the author’s opinion of Winton’s work?
How does the author of the review manipulate language to persuade us
to accept their perspective?
 Students complete a reflection statement on the book review in their
Reading and Reflection Log.
Week 6 It’s a big world Reading and Writing portfolio
Focus Questions: Activity 1  Students produce a basic /
 How is the significance  Students read Tim Winton’s short story ‘Big World’ from his collection developed / insightful reading
of place shaped through The Turning. guide of ‘Big World’.
language forms and  Discuss the title of the story. How does this position reader  Students produce a basic /
features? expectations? developed / insightful reading
 How does setting form log entry and reflection
Activity 2
a sense of identity? statement.
Resource 14 - Big World Reading Guide
 How is individual and Reading and Writing portfolio
 Students complete the ‘Big World’ Reading Guide.
collective identity  Students produce a basic /
represented in Tim  Students write a reflection statement in their Reading and Reflection developed / insightful free
Winton’s short story Big Log. verse poem reflecting their
World? Activity 3 understanding of the concepts
Outcomes: of turning and identity.
 Dixon, M., ‘Building stories: For year 10 and beyond’, in Creative
 A student applies Horizons: Crafting Creative Writers, English Teachers Association, Reading and Writing portfolio

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Outcomes/content Teaching and learning Evidence of learning

knowledge, skills and Lidcombe, 2016, pp 73-87  Students produce a basic /

understanding of  Review with students the short story form focusing on how its developed / insightful
language concepts and structural and literary features interact in the final product. Character, extended response to the set
literary devices into setting, plot, style, mood and tone all support the theme of identity in question.
new and different ‘Big World’. The above resource provides structured activities on the
contexts EN 11-4 short story form.
 A student investigates Activity 4
and explains the
 Block out. Provide students with a one to two paragraph excerpts from
relationships between
‘Big World’. To assist students to identify and understand how Winton’s
texts EN 11-6
knowledge of language patterns, structures and features is applied to
 A student identifies and shape meaning within a particular concept, students complete the
explains cultural following transformation activity.
assumptions in texts
 Using a thick black marker, students block out the parts of speech that
and their effects on
do not contribute to the development of imagery, keeping instead
meaning EN 11-8
figurative language, adjectives, verbs and adverbs.
 A student reflects on,
 Using the remaining language, students compose a free verse poem
assesses and monitors
that replicates the main idea they used in their micro story or a new
own learning and
idea about the notions of turning and identity.
develops individual and
collaborative processes Activity 5
to become an  Resource 15 – Using thick analysis: representations of discovery in Tim
independent learner EN Winton’s The Turning by Brigitte Rieger, English Teachers Association
11-9 NSW, metaphor issue 2, 2015
Textual Concepts:  Using thick analysis on ‘big world’. This resource was created by the
 Connotation, imagery, ETA for the previous Area of Study: Discovery. However, it is easily
symbolism adapted to suit the purpose and focus of this unit.
 Narrative  Students undertake a thick analysis of ‘Big World’ connecting with
alternate readings of the text in new worlds, values and ideologies.
 Point of view
 Students also analyse how the following language features shape
 Style
meaning with the concept of individual and collective identity:
o Pathetic fallacy
o Juxtaposed landscapes

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 Outcomes/content Teaching and learning Evidence of learning

o Confessional voice
o Flash forward
o Irony
o Tactile, visual and olfactory imagery
o Historical allusion
o Ironic foreshadowing
Activity 6
Extended response. Using the knowledge they have gained regarding the
focus question ‘How is individual and collective identity represented in Tim
Winton’s short story Big World?’ students respond to the following
extended response:
 ‘Big World’ explores the individual identity of two characters. However,
the relationship between these characters is more significant for how it
reveals the role of place and landscape in forming a collective identity.
Discuss.
Week 7 Damaged Goods  Student responses will help
Focus Questions: Resource 16 - Identity Debate form their opinions of the
connection between physical
 How does gender Activity 1
appearance and identity prior
influence storytelling?  Before reading the story have students complete the document Identity to reading ‘Damaged Goods’.
 How do history and Debate where they indicate whether they agree or disagree with the
 Student responses will reflect
memories help create comment. Have a class discussion or class debate on the student’s
a basic / developed / insightful
identity? viewpoints from the comments.
understanding that all the
Outcomes: Activity 2 characters in the story are
 A student investigates  Explain the meaning of the title and who it could relate to? ‘damaged’ in some form and
and explains the they will articulate the
Activity 3
relationships between reasons for their faults.
 Why is Gail (the narrator) interested in Vic’s childhood and Alison?
texts EN 11-6  Student responses will
Activity 4 express a basic / developed /
 A student identifies and
explains cultural  The story explores the identity of three characters. The links between insightful understanding that
assumptions in texts them reveal more about the deep nature of character. Identify five examining a person’s history

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Outcomes/content Teaching and learning Evidence of learning

and their effects on things revealed about Alison, with quotes from the text. Then explain leads to an understanding of
meaning EN 11-8 what this implies about Vic’s personality. Finally explain what this then their identity and relationship
Textual Concepts: reveals about Gail, the narrator. Use the Character Table to complete with others.
the activity.  Student responses will reveal
 Point of view
 Resource 17 - Damaged Goods Activities a basic / developed / insightful
 Character
link between the characters
 Perspective and how identity can be
 Context understood based on the
stories that are important to
the individual.
 Student responses will use
the information from the
previous activity to create
three paragraphs that
analyses the narrative and the
idea of identity in preparation
for the assessment task.
 Student responses should
articulate a basic /
developed / insightful
understanding of different
perspectives of storytelling
based on gender.
Week 8 Damaged goods - continued  Student responses for the
Focus Questions: Resource 18 - Damaged Goods Character analysis comprehension activities
should establish a sound
 Is identity formed by Activity 5
understanding of the
experiences or are we  Using alarm write three paragraphs for the following question: characters and the narrative.
born with an identity?
 How does Winton capture the idea that it is the imperfections in a  Student responses for the
 How do composers person’s character that emphasise a person’s identity in ‘Damaged analysis should reflect a basic
create meaning on Goods’? / developed / insightful
identity in their texts?
Activity 6 understanding of the concept
Outcomes: of identity and how Winton is

16 The Shifting Nature of Identity

 Outcomes/content Teaching and learning Evidence of learning

 Responds to and  Contrast the narrative voice of Gail in ‘Damaged Goods’ to Vic’s expressing his idea of identity
composes increasingly narrative voice in ‘The Commission’ or ‘Big World’. How does the female in the narrative.
complex texts for voice differ from the male voice in Winton’s writing? What gender
understanding, characteristics are reflected in the recounts?
interpretation, analysis Activity 7
imaginative expression
Class time given for drafting and editing of final Webpage submission.
and pleasure EN 11-1
Students are encouraged to conference peer-peer.
 Analyses and use
language forms and
features and structures
of texts, considers
appropriateness for
purpose, audience and
context and explains
effects on meaning EN
11-3
Textual Concepts:
 Authority
 Code and convention
Week 9 Commission  Student responses for the
Focus Questions: Students read the short story ‘Commission’. comprehension activities
should establish a basic /
 How we can we deepen Resource 19 - Commission Story Analysis
developed / insightful
our engagement with Activity 1 understanding of the
texts through
Students complete the questions on the ‘Commission Story Analysis’ characters and the narrative.
imaginative recreation
document. Student responses for the
and distinctive voice
analysis should reflect a
and sense of place? Resource 20 - Commission Quote Analysis
deeper understanding of the
Outcomes: Activity 2 concept of identity and how
 A student responds to Students complete the table for the Analysis of Quotes document. Students Winton is expressing his idea
and composes work in groups to complete the table. They identify the techniques used in of identity in the narrative.
increasingly complex the quote, explain the meaning of the quote and the intended impact on the Student responses should assist
texts for understanding, audience’s understanding of the concept. students in identifying and

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Outcomes/content Teaching and learning Evidence of learning

interpretation, analysis, Activity 3 analysing quotes from texts.

imaginative expression Class time given for drafting and editing of final Webpage submission. Responses should also reflect an
and pleasure EN 11-1 understanding of how techniques
Students are encouraged to conference peer-peer.
 A student uses and create meaning.
evaluates processes, Reading and Writing portfolio
skills and knowledge  Students produce a basic /
required to effectively developed / insightful creative
respond to and response to the significance
compose texts in of the creation of the
different modes, media individual within contexts.
and technologies EN 11-
 Students reflect on their
2
submissions to their portfolio.
 A student analyses and
 Students to select the two
uses language forms,
submissions that reflect their
features and structures
growth of understanding
of texts, considers
throughout unit.
appropriateness for
purpose, audience and
context and explains
effects on meaning EN
11- 3
 A student investigates
and explains the
relationships between
texts EN 11-6
 A student identifies and
explains cultural
assumptions in texts
and their effects on
meaning EN 11-8
 A student reflects on,
assesses and monitors
own learning and

18 The Shifting Nature of Identity

 Outcomes/content Teaching and learning Evidence of learning

develops individual and

collaborative processes
to become an
independent learner EN
11-9
Textual Concepts:
 Authority
 Code and convention
Week 10 Publishing/Viewing of Assessment and reflection  Assessment completion and
Activity 1 submission

 Students view web pages and provide a critique of at least three

different web pages using pervious resource.
Activity 2
 Students complete evaluation

Reflection and evaluation:

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