EAL COMPARATIVE TEXT STUDY Marcellene DMenzie My ideas

EAL COMPARATIVE TEXT STUDY Marcellene D’Menzie

My ideas for teaching and learning One approach

Unit 4 Outcome 1 • Produce a detailed comparison which analyses how two selected texts present ideas, issues and themes Similarities/Differences Connections

Unit 4 Assessment Task • A detailed comparison in written form of how two selected texts present ideas, issues and themes. 60 marks

SAC KEY to marking scale based on the Outcome contributing 60 marks Very Low 1– 12 Low 13– 24 Medium 25 – 36 High 37– 48 Very High 49– 60

Unit 4 Contribution to final assessment • School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score.

Genre • Play • Novel • Historical fiction • Film/Multimodal • Non-fiction • Biography

Historical fiction Historical and social context

‘The Longest Memory’ The Slave Trade

‘The Longest Memory’ The Slave Crash course on slavery https: //www. youtube. com/watch? v=dn. V_MTFEGIY

‘The Longest Memory’ Life on the plantation - picking cotton

‘The Longest Memory’ Abolitionist Movement

‘Black Diggers’

Stolen generation 1967 Referendum (Flora and Fauna Act)

1992 Mabo 1993 Prime Minister Keating’s Remembrance Day speech

2008 Prime Minister Rudd’s speech to the Stolen Generation

‘Black Diggers’

‘Black Diggers’ Letter to the editor supporting indigenous Australian veterans

“It’s when you get back that it gets hard on the black digger. ” David Williams who was on HMAS Vampire in the Vietnam War ‘Black Diggers’

Historical context When the play is set? When the play was written? Relevance of the play today

Listening exercises 1. ‘Too Dark To See’ – 5 min 5 sec from a documentary of 50 min 30 sec https: //www. youtube. com/watch? time_continue=7&v=Ez. Bj. Ja_NVh. I - Worksheet 2. Black Diggers: Challenging the ANZAC narrative 5 min 54 sec https: //www. youtube. com/watch? v=et. JZct. Ax 0 j. Y&list=PLz. Nwu. By 5 MUn. KX 93 M 0 Vh. J 6 R 7 MDF 3 r. AY 9 Om 3. Unidentified soldier – ‘Living Black’, Season 18, Episode 7, 5 min 6 sec https: //www. sbs. com. au/ondemand/video/26854979863/living-black-unidentified -soldier 4. ANZACs: Remembering Our Country , 14 min https: //www. sbs. com. au/ondemand/video/424435779839

Text Study Read/listen to the texts ‘Year of Wonders - Audio text ‘The Longest Memory’

Access this website ‘Black Diggers’ Stage performance https: //trove. nla. gov. au/work/200335004? q&version. Id=219706357 Access this link

Text Study Excerpts performed & workshop ‘Black Diggers’ Eagle’s Nest Theatre Company T: 03 9384 6900 email: school@eaglesnesttheatre. com

The Complete Works Theatre Company

Text Study Play performance ‘The Crucible’ https: //www. youtube. com/watch? v=TLpxwzl. Eze. E

The Complete Works Theatre Company

Check for reading Quiz Indicate whether the following statements are True or False If false, write the correct sentence 1. The book opens with Anna’s bitter memories of harvesting apples in the harsh environment. 2. Anna is influenced by Aphra leading to her transformation.

Check for reading Quiz 1. Who allows Archie into the pub on ANZAC Day in 1932 and buys him a drink? 2. Which character ends up in a psychiatric hospital? 3. Who is the only white man with a name and he is not racist? 4. Who is buried in an explosion with only his boot visible?

Focus on: Setting • Themes/Issues/Ideas • Character study • Textual features/Literary devices • Author’s point of view

Features of drama • VERBAL TECHNIQUES: refers to what we learn through dialogue (what characters say) • NON-VERBAL TECHNIQUES; • STRUCTURE of the play - Acts and Scenes • STAGE DIRECTIONS given by the playwright • SETS • COSTUME • MUSIC and sound, sound effects (on and off stage) • LIGHTING • PROPS • CHARACTER movement, gestures, body-language, interaction

Brechtian style theatre Simple lighting h t i w e g a s s e m s u o i r Se y d e m o c some a n o t n e m m o c o t s e n e a c e s d i f e r i o r B e m e h t r a l u c i t par Multiple roles played by a small group of actors Minimal use of sets and props All actors represent a group in society Song & Dance

Features of fiction • Plot • Setting • Narrative point of view • Structure • Character/s • Theme

Preparatory tasks 1. Understanding vocabulary For e. g. ‘The Crucible’ https: //www. vocabulary. com/lists/203804 ‘Year of Wonders’ https: //www. vocabulary. com/lists/271239

Preparatory tasks 2(a) Vocabulary about characters and setting

Word bank - Characters ‘Year of Wonders’ Anna rational Monpellion Elinor Anys compassionate embracing of nonothers conformist loyal honest charismatic authoritative kind generous marginalised independent mind strong leader atones sharp tongue

Word bank - Characters ‘The Crucible’ Parris insecure Hale critical Abigail Proctor manipulative flawed character defensive prechallenges disposed the norm to find witchcraft Danforth bigoted committed dogmatic moral offence

Word bank Setting of Miller and Brooks’ texts Eyam Salem limited social & physical environment repressive conformist threatened by nature and from within distorted belief system repressive conformist punitive justice

Word bank - Characters - ‘Black Diggers’ Nigel activist victim of violence orphaned by massacre Harry was optimistic hopeful ashamed homeless Stan Norm optimistic only white at first character with name–not racist laments accepting of possibilities others loses embarrassed hearing about lack of political and

Preparatory tasks (2 b) Vocabulary about characters with quotes

Preparatory tasks 3. Understanding characters & themes

Construction of Characters • The way they speak • What they say about themselves • What they say about each other • How they are contrasted

Preparatory tasks 4. Using quotations

Preparatory tasks 5. Literary Devices

Literary Devices ‘The Crucible’ and ‘Year of Wonders’ Literary Device ‘The Crucible’ ‘Year of Wonders’ Similarity/ Difference Language -derived from court room -Didactic tone -Stage directions -Formal; few -Drama and novel form heightens diff -Significant difference in the voices captured -Middle English -Language of each speaker represents their social position

Literary Devices ‘Black Diggers’ and ‘The Longest Memory’ • Allusion – Authors refer to another thing that exists; a literary text, a popular text, an historical event, a philosophical idea, famous people in order to make associations and meanings from these to their own work. • ‘The Black Diggers’ - The Biblical allusion to “Lazarus” when Tommy is almost buried in his “living grave” with only his “boot” visible the Second Sapper suggests to him that he is “like Lazarus” and that he has “a chance. Another life…” (p 61) The irony is that Tommy’s life is profoundly impacted by this experience and exacerbated by the sustained racism as Australia has not changed during his time in World War 1. He only finds “refuge” in the bottle and dies homeless and an alcoholic in 1935. • The hymn, ‘Lazarus’ is a Biblical reference capturing the idea of re-birth and restoring equality through the phrases, “Rise up…. you’re sleeping… Come forth…the Lord is calling you. ” (p 64) However, Wright exposes the entrenched racism and thus the inability of the indigenous people to counter the political and systemic racism.

Preparatory tasks 5. Making links between the texts 6(a)Using quotes from 2 texts to draw similarities & differences 6(b) Making the link 6(c) Using point of comparison to highlight similarities & differences

Comparative Study Text 1 Differences Similarities/Differences Text 2 Differences

Analysis – Chunky paragraphs 1. Compare the ways in which Brooks and Miller show us the role religion plays in society. 2. Compare the ways in which Wright and D’Aguiar show us the importance of identity for individuals and community.

Making links between texts

Making links between texts

Character Questions Construction Questions (How, In what ways, Compare how) Types of essay questions Quote (How, Compare) Thematic/Concept Questions (Compare the ways, To what extent)

The why of construction The playwright The novelist So what views and values do you think the writers expressed? authors’ intentions

‘The threat to society in The Crucible and Year of Wonders is from within’. Discuss. Yes, yes but No

‘The threat to society in The Crucible and Year of Wonders is from within’. Discuss. No, no but Yes

Possible essay structure Option 1 • Introduction • Paragraph 1: Text one • Paragraph 2: Text two • Paragraph 3: Compare/contrast • If there is a 4 th paragraph: Compare/contrast • Conclusion

Possible structure 2 Option 2 • Introduction • Paragraph One: First common idea in both texts • Paragraph Two: Second common idea in both texts • Paragraph Three: Third common idea in both texts or different ideas • Paragraph Four: (if you have time) Fourth common or different ideas • Conclusion

Essay plan – Scaffold Working with the topic: • Identify the key terms of the topic • Work out what the topic is asking you • Find synonyms of key terms • Find antonyms of key terms • Decide on 3 or 4 big ideas that respond to the topic with Yes/but or No/but approach • Think of similarities and differences in ideas, themes, characters in response to the topic • Think of examples/evidence/quotes that support your big ideas- link them to literary devices

Emphasis on each text One text 50% or 60% One text 50% or 40%

Essay Plan from VCAA website

Introduction • Start with a generalised idea that relates to the topic • Identify the writers & the texts • Include 1 or 2 ‘big idea/s’ that captures similarities between the two texts in response to the topic • Include 1 or 2 ‘big idea/s’ that captures point/s of difference/s between the two texts in response to the topic These 3 or 4 ideas will be used in your body paragraph Topic Sentences • Refer to both authors’ intentions To show authors’ intentions *Wright and D’Aguair give voice to the marginalized … *Brooks and Miller warn of the danger ….

Vocabulary to help you show difference Keep adding to this list • in contrast/in comparison • conversely • on the one hand/on the other hand • furthermore • however • differs from • deviates from • nevertheless • while • additionally • whereas • instead • despite

Vocabulary to help you show similarity Keep adding to this list • common to • mirrors • equally/both • similarly • underlying idea of both • in the same way/in the same vein • also shows

Vocabulary to help you write about the authors’ intention _____ brings marginalised voices ____ provokes the audience to issues __ also makes a comment on the __ultimately shows us the effects _______ clearly frames the play _____asserts that ____ exposes _____ presents a critique of _____ voices ______ challenges ______dramatises major ____ champions ____condones _____ presents the contrast of ____ challenges ____ denounces _____ condemns _____ champions

Word/phrase bank camaraderie of despair war institutionalised dispossessed racism maltreatment marginalisation of his people intergenerational common impact of trauma humanity

Practise

Exam Criteria – Section B Skills used will help with single text response

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