The Book Thief by Markus Zusak - Weebly



Unit Title: The Book Thief (book) & European Migrant Crisis (article) Curriculum Area:EnglishLevel: SACE stage 1 EnglishTime Frame:3 weeksDATE: Term 3 2015School: Pulteney Grammar SchoolAssessment Type: Text ProductionEssential Questions: Students should consider…How does the European migrant crisis reflect historical crises such as WW2?How do the notions of freedom and war impact the lives of children? What motivates the mistreatment of refugees and prisoners of war? What is the significance of race and religion in regards to the two texts? To what extent does the power of words have to illicit empathetic responses? Knowledge and Understanding: Students should know and understand…The relevance of WW2 when considering today’s social crises.The European migrant crisis and its political implications.The clear link between the two texts being investigated. Skills: Students will be able to… Identify common themes among historical and modern texts.Produce a text in response to the relevant texts via a select choice of formats. Develop and apply their communication skills using a variety of techniques and methods.Contents:School/student contextSACE subject outline 2015Learning requirementsUnit outlineLesson plansAssessment Support materialsSchool/Student Context Pulteney Grammar is a school located in Adelaide’s Eastern suburbs, south of the CBD. It is comprised of 4 sub-schools; Early learning, Prep, Middle School, and the senior college, one ninety. Each sub-school is made up of approximately 250 students, projecting the total number of students to be approximately 1000. 2014 saw Pulteney Grammar boast 40% of its year 12 students record an ATAR of 90+, with 5 students recording an ATAR of 99+. Such impressive scores allow Pulteney to boast an academic nature, thus placing high expectations on both our staff members and students. The class being taught this unit is a stage 1 English communications class, made up of 19 students, 9 of which are male and 10 female. Each student possesses an average to above average skill-set, allowing for minimal differentiation in teaching. One female student is an ESL student, however, she has spoken English for much of her life, and is one of the higher achieving students in the class, and requires minimal, if any assistance. This unit will see students read specific sections from Markus Zusak’s text The Book Thief, and the ABC’s news article titled “European migrant crisis: photos of drowned toddler washed up on Turkish beach spark fresh outrage”. Upon completion of the two texts, students will be required to produce a text in accordance with the assessment, investigating common themes presented between the two texts. It should be noted that due to the confronting nature of the news article, letters will be sent home to make students and caregivers aware of the nature of the assessment. This unit will be taught over 3 weeks within the second semester. Each week contains 2 single lessons which span over 55 minutes each, and 1 double lesson which spans over 110 minutes. For the most part, the first week of the unit will be spent reading the texts and investigating common themes amongst the pair. By the end of the second week students should be submitting drafts for review, while during the third week students will be granted in-class time to complete their text productions. Finally, Pulteney Grammar uses has implemented ICT’s such as Edmodo in the classroom to ensure that all in-class resources are available online to both students and staff. This allows absent students the opportunity to catch up on any in-class activities they may have missed out on. Dear parents and/or caregiversDuring the upcoming weeks, Stage 1 English Communications classes will be completing a text production on two texts; Markus Zusak’s The Book Thief and an ABC news article titled “European migrant crisis: photos of drowned toddler washed up on Turkish beach spark fresh outrage”.Due to the confrontational nature of the news article, we would like to ensure that you are aware of the planned curriculum. Though confrontational, the article has much to offer the students in terms of real world knowledge. We believe it is important that students are presented with this literature, as it seeks to inform individuals of the public’s growing concerns regarding migration and equal opportunity. If you have any concerns regarding the content of the article, please feel free to contact either myself or my colleagues at Pultney Grammar School. We will be happy to answer any questions you may have to assure you of your child’s well-being.Additionally, if you are interested, you may like to view the news article yourself. The article can be found at: Regards, Whitney Bertram, Patrick Conti, Paul Starkey & Courtney TheseiraPultney Grammar staff SACE Subject Outline 2015Assessment Type 2: Text ProductionFor a 10-credit subject, students undertake at least one assessment for text production. For a 20-credit subject, students undertake at least two assessments for text production.Students provide evidence of the extent and quality of their learning in producing texts in written, oral, or multimodal form. In producing texts, students aim to achieve a level of fluency, precision, style, and structure appropriate to audience and context. Students are encouraged to use language appropriately to convey meaning in a range of contexts.The length of texts produced can vary considerably; the assessment requirements may be achieved by a number of shorter items if this fits the needs of students as identified in the teacher’s learning and assessment plan. A written text should be a maximum of 800?words. An oral presentation should be a maximum of 5?minutes; a text in multimodal form should be of equivalent length.The texts produced could include:An advocacy websiteA letter of applicationA written narrativeAn interactive children’s storyA visual essay on a topic of interest A multimedia display to educate a target group about a community issueAn imaginative hypertext A poemA formal emailInstructions describing a processA workplace text, such as an accident report or a recommendation to change a process. For this assessment type, students demonstrate evidence of learning primarily in relation to the following assessment design criteria:Knowledge and understandingApplication Communication.Learning RequirementsStudents should: 1. Demonstrate clear and accurate communication skills through reading, viewing, writing, composing, listening, and speaking. 2.Clarify, extend, and develop their ideas and opinions through critical engagement with texts and language.3.Critically analyse a variety of texts to determine their social, cultural, or vocational purpose and effectiveness. 4.Identify and analyse ideas, values, and beliefs, and recognise how these are shaped.5.Examine cultural, social, and technical aspects of language and texts.pose texts in which language is used for critical, personal, or imaginative purposes. Unit OutlineSUBJECT: English Communication UNIT: Intertextuality YEAR LEVEL: Stage 1TIME FRAME: 3 WeeksLessonObjective1Topic introIntroduction of the topicExplain the context of the unitGo over requirements of assignmentIntroduce the two texts Class discussion to establish prior knowledge.Watch the trailer from the “The Book Thief” Movie out the study guide to “The Book Thief”Homework:Hand out the selected passages from the book for students to read before the next lesson2Examine Passages of the bookRe-cap previous lessonDiscuss the readings from homework(Provide time in class to re-read selected passages to ensure those who haven’t read them have by the end of this class)*Depending on class; have students read aloud the passages*The passages selected are not long and have been chosen purposefully so they can be covered in depth in class.Explore the over-arching juxtaposition of:Human kindness vs. Human crueltyDiscuss as a class3Character AnalysisRe-cap previous lessonUsing the passages provided, begin to develop a mind map of the characters in the novel.Explore and associate the motivations of the characters. Explore the way the book is written through the voice of Death and why this is relevantHomework:Complete the character analysis worksheet 4Wider context of “The Book Thief”Re-cap previous lessonGo over homework and ensure class knows of key characters.Explore the wider context of the novel. Why did Zusak write the novel?What real life events contributed to its creation?Watch the interview featuring Mark Zusak: at the historical context of World War II and what that means to the book*Students would have studied WWII in year 10 as part of the Australian Curriculum5Intro to Alyan Kurdi and the Syrian conflictRe-cap previous lessonIntroduction to the ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ articleAylan Kurdi: the life and death of a three-year-old boy the spread of the photo and the ramifications of it. Why did the photo “spark fresh outrage”What was the impact of the viral imageBriefly explore the broader context of the Syrian Civil War and the Syrian RefugeesThe European Refugee Crisis and Syria Explained the use of persuasive language used in the article*Students have at this point completed a unit on speech writing and have knowledge of persuasive writing techniques*6Intro to Intertextuality & Assignment Re-cap previous lessonIntroduce the concept of Intertextuality Differentiate between similar concepts of allusion and comparative texts Explore ideas of homage and pastiche Class discussion about examples of intertextuality in popular films and television*This is done to give insight into a potentially new concept. The concept of this units intertextuality will be quite different and will need to be explained*Introduce summative assignment and the detail the requirements of the five potential questions. Students are also given the intertextuality matrix that they are too steadily complete of the next few days and weekend.Explain the difference between the tasks to enable students to pick the task that suits their particular strength7Major themes shared by both textsRe-cap previous lessonUsing the passages provided now coupled with the article, students begin to unpack the major themes that both texts represent:WarFreedomChildren in WarPower of ImagesPower of WordsUsing the passages provided as well as the study guide, students will begin to draw links between the two texts.Students are given a sheet to help organise the links between the two texts.Homework:Students are to complete work sheet on major themes8Setting/Place/Time & Linguistic FeaturesRe-cap previous lesson and go over homeworkUsing the selected passages and the article, students being to examine the importance of setting, time, & place and the linguistic features of both texts. By drawing on the links discussed during the themes lesson, discuss how setting, time, & place provide greater depth to the texts. Likewise, explore not only the prose of The Book Thief but also the persuasive writing present in the article and how these features also aid in conveying a message to reader.*Students are to be given booklets containing definitions of literary devices as a point of reference. Students are also constantly reminded how these features can be examined in each of the assessment questions. 9Dot point essay plan & Intertextuality matrixRe-cap previous lessonStudents are given the Dot Point Plan that will help them to unpack some of the finer points of the two texts and the relationship between them.Students are also asked to continue work on their Intertextuality Matrix and to have a completed by the end of the lesson. The Dot Point Essay Plan as well as the Intertextuality Matrix Worksheet will be the focus of the lesson.10Brainstorming and DPE plan feedbackRe-cap previous lessonClass discussion about my findings of the Dot Point Essay Plan and common issues or things that can be improved upon.Field any questions relating to the assignment and then have students work on their assignments.*Use the class to talk to individual students about their Dot Point Essay Plan**Inform the students that the remainder of the week will be used to assignment workshops for in-class work*11Essay writing workshopStudents are given this class to work independently on their individual assignments. At some point during the lesson, students are asked a series of thought provoking questions pertaining to the assignment so they are not just writing the entire time. Time is also given to go over previous students work and the rubric explained so the students are aware of the standards they must write too and how they may achieve a high grade. 12Essay writing workshopStudents are given this class to work independently on their individual assignments. Students are informed that this lesson will be the last that class time is allocated to this assessment piece. Students are reminded of the due date. Class discussion to field any outstanding questions. Lesson PlansSTAGE 1ENGLISH COMMSWEEK 1 – LESSON 1Intertextuality Lesson Length: 55 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To have an understanding of the new unitTo establish prior knowledgeTo be introduced to Mark Zusak’s The Book ThiefFocus Questions:What is the following unit about?What do I already know about Intertextuality, The Book Thief and Alayn Kurdi?Activities:Part 1: Introduction – 15 MinutesRole and Organise ClassIntroduction to new unit Start the lesson by introducing the new topic: Outline what we will cover in this unitThe type of assessment that will need to be doneDirect students to any online materials they made need for the course including a student friendly version of the unit plan, the assessment cover sheet and relevant worksheets or study guides. I do this to ensure that students have available to them at all times all the resources they will need for this course and know where to find it. This helps to eliminate problems that may arise from absentee or disorganised students. 11:20 – 11:35Part 2: Class Discussion – 15 Minutes Establish prior knowledgeThrough a class-discussion and writing on the whiteboard, establish an understanding of prior learning:What is Intertextuality? What is the The Book Thief?Who is Aylan Kurdi?*Students have previously completed a unit on speech writing giving them knowledge of persuasive writing as well having completed the World War II unit in year 10 History in accordance with ACARA*Drawing on these two areas of prior knowledge, I hope to generate a solid discussion11:35 – 11:50Part 3: The Book Thief Trailer – 5 Minutes Watch the 2014 trailer for The Book ThiefWatch the trailer from the The Book Thief Movie – 11:55Part 4: Selected Passages and study guide – 15 Minutes Hand out selected passages and study guideAfter giving the class an idea of The Book Thief via the movie trailer, hand out the accompanying study guide. This is a simple guide with major themes, quotes explained and general information about the novel.Also hand out the booklet of selected passages. Explain that due to the small time frame in which to teach the unit, key passages have been selected from the novel to highlight the relevant points.*Students are encouraged to read the novel in its entirety*11:55 – 12:10Part 5: Re-cap and Homework - 5 Minutes Set homeworkRecap what was covered in the lesson and answer any queries. Homework is for students to begin reading the selected passages.12:10 – 12:15The Book Thief by Markus ZusakWork PackYear 11 EnglishThis document contains the sections of The Book Thief by Markus Zusak that you are required to read plus information regarding the book, the characters and a glossary. Please refer to if having any trouble.Section 1:BESIDE THE RAILWAY LINEFirst up is something white. Of the blinding kind.Some of you are most likely thinking that white is not really a color and all of that tired sort of nonsense. Well, I’m here to tell you that it is. White is without question a color, and personally, I don’t think you want to argue with me.A REASSURING ANNOUNCEMENTPlease, be calm, despite that previous threat.I am all bluster -I am not violent. I am not malicious.I am a result.Yes, it was white.It felt as though the whole globe was dressed in snow. Like it had pulled it on, the way you pull on a sweater. Next to the train line, footprints were sunken to their shins. Trees wore blankets of ice.As you might expect, someone had died.They couldn’t just leave him on the ground. For now, it wasn’t such a problem, but very soon, the track ahead would be cleared and the train would need to move on.There were two guards.There was one mother and her daughter.One corpse.The mother, the girl, and the corpse remained stubborn and silent.‘Well, what else do you want me to do?’The guards were tall and short. The tall one always spoke first, though he was not in charge. He looked at the smaller, rounder one. The one with the juicy red face.‘Well,’ was the response, ‘we cant just leave them like this, can we?’The tall one was losing patience. ‘Why not?’And the smaller one damn near exploded. He looked up at the tall ones chin and cried, ‘Spinnst du?! Are you stupid?!’ The abhorrence on his cheeks was growing thicker by the moment. His skin widened. ‘Come on,’ he said, traipsing over the snow. ‘We’ll carry all three of them back on if we have to. We’ll notify the next stop.’As for me, I had already made the most elementary of mistakes. I can’t explain to you the severity of my self-disappointment. Originally, I’d done everything right:I studied the blinding, white-snow sky who stood at the window of the moving train. I practically inhaled it, but still, I wavered. I buckled - became interested. In the girl. Curiosity got the better of me, and I resigned myself to stay as long as my schedule allowed, and I watched.Twenty-three minutes later, when the train was stopped, I climbed out with them.A small soul was in my arms.I stood a little to the right.The dynamic train guard duo made their way back to the mother, the girl, and the small male corpse. I clearly remember that my breath was loud that day. I’m surprised the guards didn’t notice me as they walked by. The world was sagging now, under the weight of all that snow.Perhaps ten meters to my left, the pale, empty-stomached girl was standing, frost-stricken.Her mouth jittered.Her cold arms were folded.Tears were frozen to the book thief’s face.THE ECLIPSENext is a signature black, to show the poles of my versatility, if you like. It was the darkest moment before the dawn.This time, I had come for a man of perhaps twenty-four years of age. It was a beautiful thing in some ways. The plane was still coughing. Smoke was leaking from both its lungs.When it crashed, three deep gashes were made in the earth. Its wings were now sawn-off arms. No more flapping. Not for this metallic little bird.SOME OTHER SMALL FACTSSometimes I arrive too early.I rush,and some people cling longerto life than expected.After a small collection of minutes, the smoke exhausted itself. There was nothing left to give.A boy arrived first, with cluttered breath and what appeared to be a toolbox. With great trepidation, he approached the cockpit and watched the pilot, gauging if he was alive, at which point, he still was. The book thief arrived perhaps thirty seconds later.Years had passed, but I recognized her.She was panting.From the toolbox, the boy took out, of all things, a teddy bear.He reached in through the torn windshield and placed it on the pilot’s chest. The smiling bear sat huddled among the crowded wreckage of the man and the blood. A few minutes later, I took my chance. The time was right.I walked in, loosened his soul, and carried it gently away.All that was left was the body, the dwindling smell of smoke, and the smiling teddy bear. (Part One, p 7-12)Section 2:DEATHS DIARY: THE PARISIANSSummer came.For the book thief, everything was going nicely.For me, the sky was the color of Jews.When their bodies had finished scouring for gaps in the door, their souls rose up. When their fingernails had scratched at the wood and in some cases were nailed into it by the sheer force of desperation, their spirits came toward me, into my arms, and we climbed out of those shower facilities, onto the roof and up, into eternity’s certain breadth. They just kept feeding me. Minute after minute. Shower after shower.I’ll never forget the first day in Auschwitz, the first time in Mauthausen. At that second place, as time wore on, I also picked them up from the bottom of the great cliff, when their escapes fell awfully awry. There were broken bodies and dead, sweet hearts. Still, it was better than the gas. Some of them I caught when they were only halfway down. Saved you, Id think, holding their souls in midair as the rest of their being - their physical shells - plummeted to the earth. All of them were light, like the cases of empty walnuts. Smoky sky in those places. The smell like a stove, but still so cold.I shiver when I remember - as I try to de-realize it.I blow warm air into my hands, to heat them up.But it’s hard to keep them warm when the souls still shiver.‘God.’I always say that name when I think of it.‘God.’Twice, I speak it.I say His name in a futile attempt to understand. But it’s not your job to understand. That’s me who answers. God never says anything. You think you’re the only one he never answers? ‘Your job is to . . .’ And I stop listening to me, because to put it bluntly, I tire me. When I start thinking like that, I become so exhausted, and I don’t have the luxury of indulging fatigue. I’m compelled to continue on, because although its not true for every person on earth, its true for the vast majority - that death waits for no man - and if he does, he doesn’t usually wait very long.On June 23, 1942, there was a group of French Jews in a German prison, on Polish soil. The first person I took was close to the door, his mind racing, then reduced to pacing, then slowing down, slowing down. . . .Please believe me when I tell you that I picked up each soul that day as if it were newly born. I even kissed a few weary, poisoned cheeks. I listened to their last, gasping cries. Their vanishing words. I watched their love visions and freed them from their fear.I took them all away, and if ever there was a time I needed distraction, this was it. In complete desolation, I looked at the world above. I watched the sky as it turned from silver to gray to the color of rain. Even the clouds were trying to get away.Sometimes I imagined how everything looked above those clouds, knowing without question that the sun was blond, and the endless atmosphere was a giant blue eye.They were French, they were Jews, and they were you.(Part 7, pg 372-374)Section 3:THE LONG WALK TO DACHAUSome people said that the truck had broken down, but I can personally testify that this was not the case. I was there.What had happened was an ocean sky, with whitecap clouds.Also, there was more than just the one vehicle. Three trucks don’t all break down at once.When the?soldiers?pulled over to share some food and?cigarettes?and to poke at the package of Jews, one of the prisoners collapsed from starvation and sickness. I have no idea where the convoy had travelled from, but it was perhaps four miles from Molching, and many steps more to the concentration camp at Dachau.I climbed through the windshield of the truck, found the diseased man, and jumped out the back. His soul was skinny. His beard was a ball and chain. My feet landed loudly in the gravel, though not a sound was heard by a?soldier?or prisoner. But they could all smell me.Recollection tells me that there were many wishes in the back of that truck. Inner voices called out to me.Why him and not me?Thank God it isn’t me.The?soldiers, on the other hand, were occupied with a different?discussion. The leader squashed his?cigarette?and asked the others a smoggy question. ‘When was the last time we took these rats for some fresh air?’His first lieutenant choked back a cough. ‘They could sure use it, couldn’t they?’‘Well, how about it, then? We’ve got time, don’t we?’‘We’ve always got time, sir.’‘And it’s perfect weather for a parade, don’t you think?’‘It is, sir.’‘So what are you waiting for?’On Himmel Street,?Liesel?was playing soccer when the noise arrived. Two boys were fighting for the ball in the midfield when everything stopped. Even Tommy Mller could hear it. ‘What is that?’ he asked from his position in goal.Everyone turned toward the sound of shuffling feet and regimented voices as they made their way closer.‘Is that a herd of cows?’ Rudy asked. ‘It can’t be. It never sounds quite like that, does it?’Slowly at first, the street of children walked toward the magnetic sound, up toward Frau Diller’s. Once in a while there was added emphasis in the shouting.In a tall apartment just around the corner on Munich Street, an old lady with a foreboding voice deciphered for everyone the exact source of the commotion. Up high, in the window, her face appeared like a white flag with moist eyes and an open mouth. Her voice was like suicide, landing with a clunk at Liesel’s feet. She had gray hair.The eyes were dark, dark blue.‘Die Juden,’ she said. ‘The Jews.’More people appeared on the street, where a collection of Jews and other criminals had already been shoved past. Perhaps the death camps were kept secret, but at times, people were shown the glory of a labor camp like Dachau.Far up, on the other side,?Liesel?spotted the man with his paint cart. He was running his hand uncomfortably through his hair.‘Up there,’ she pointed out to Rudy. ‘My papa.’They both crossed and made their way up, and Hans Hubermann attempted at first to take them away.?‘Liesel, he said. Maybe . . .’He realized, however, that the girl was determined to stay, and perhaps it was something she should see. In the breezy autumn air, he stood with her. He did not speak.On Munich Street, they watched.Others moved in around and in front of them.They watched the Jews come down the road like a catalogue of colors. That wasn’t how the book thief described them, but I can tell you that that’s exactly what they were, for many of them would die. They would each greet me like their last true friend, with bones like smoke and their souls trailing behind. When they arrived in full, the noise of their feet throbbed on top of the road. Their eyes were enormous in their starving skulls. And the dirt. The dirt was molded to them. Their legs staggered as they were pushed by?soldiers?hands - few wayward steps of forced running before the slow return to a malnourished walk.Hans watched them above the heads of the crowding audience. Im sure his eyes were silver and strained.?Liesel?looked through the gaps or over shoulders.The suffering faces of depleted men and women reached across to them, pleading not so much for help - they were beyond that - but for an explanation. Just something to subdue this confusion.Their feet could barely rise above the ground.Stars of David were plastered to their shirts, and misery was attached to them as if assigned. ‘Don’t forget your misery . . .’ In some cases, it grew on them like a vine.At their side, the?soldiers?also made their way past, ordering them to hurry up and to stop moaning. Some of those?soldiers?were only boys. They had the Fuhrer in their eyes.As she watched all of this,?Liesel?was certain that these were the poorest souls alive. That’s what she wrote about them. Their gaunt faces were stretched with torture. Hunger ate them as they continued forward, some of them watching the ground to avoid the people on the side of the road. Some looked appealingly at those who had come to observe their?humiliation, this prelude to their deaths. Others pleaded for someone, anyone, to step forward and catch them in their arms.No one did.Whether they watched this parade with pride, temerity, or shame, nobody came forward to interrupt it. Not yet.Once in a while a man or woman - no, they were not men and women; they were Jews - would find Liesel’s face among the crowd. They would meet her with their defeat, and the book thief could do nothing but?watch?them back in a long, incurable moment before they were gone again. She could only hope they could read the depth of sorrow in her face, to recognize that it was true, and not fleeting.I have one of you in my basement! she wanted to say. We built a snowman together! I gave him thirteen presents when he was sick!Liesel?said nothing at all.What good would it be?She understood that she was utterly worthless to these people. They could not be saved, and in a few minutes, she would see what would happen to those who might try to help them.In a small gap in the procession, there was a man, older than the others.He wore a beard and torn clothes.His eyes were the color of agony, and weightless as he was, he was too heavy for his legs to carry.Several times, he fell.The side of his face was flattened against the road.On each?occasion, a?soldier?stood above him. ‘Steh auf,’ he called down. ‘Stand up.’The man rose to his knees and fought his way up. He walked on.Every time he caught up sufficiently to the back of the line, he would soon lose momentum and stumble again to the ground. There were more behind him - a good trucks worth - and they threatened to overtake and trample him.The?ache?in his arms was unbearable to?watch?as they shook, trying to lift his body. They gave way one more time before he stood and took another group of steps.He was dead.The man was dead.Just give him five more minutes and he would surely fall into the?German?gutter and die. They would all let him, and they would all?watch.Then, one human.Hans Hubermann.It happened so quickly.The hand that held firmly on to Liesel’s let it drop to her side as the man came struggling by. She felt her palm slap her hip.Papa reached into his paint cart and pulled something out. He made his way through the people, onto the road.The Jew stood before him, expecting another handful of derision, but he watched with everyone else as Hans Hubermann held his hand out and presented a piece of bread, like magic.When it changed hands, the Jew slid down. He fell to his knees and held Papa’s shins. He buried his face between them and thanked him.Liesel?watched.With tears in her eyes, she saw the man slide farther forward, pushing Papa back to cry into his ankles.Other Jews walked past, all of them watching this small, futile miracle. They streamed by, like human water. That day, a few would reach the ocean. They would be handed a white cap.Wading through, a?soldier?was soon at the scene of the crime. He studied the kneeling man and Papa, and he looked at the crowd. After another moments thought, he took the whip from his belt and began.The Jew was whipped six times. On his back, his head, and his legs. ‘You filth! You swine!’ Blood dripped now from his ear.Then it was Papa’s turn.A new hand held Liesels now, and when she looked in horror next to her, Rudy Steiner swallowed as Hans Hubermann was whipped on the street. The sound sickened her and she expected cracks to appear on her papas body. He was struck four times before he, too, hit the ground.When the elderly Jew climbed to his feet for the last time and continued on, he looked briefly back. He took a last sad glance at the man who was kneeling now himself, whose back was burning with four lines of fire, whose knees were aching on the road. If nothing else, the old man would die like a human. Or at least with the thought that he was a human.Me? I’m not so sure if that’s such a good thing.When?Liesel?and Rudy made it through and helped Hans to his feet, there were so many voices. Words and sunlight. That’s how she remembered it. The light sparkling on the road and the words like waves, breaking on her back. Only as they walked away did they notice the bread sitting rejected on the street.As Rudy attempted to pick it up, a passing Jew snatched it from his hand and another two fought him for it as they continued on their way to Dachau.Silver eyes were pelted then.A cart was turned over and paint flowed onto the street.They called him a Jew lover.Others were silent, helping him back to safety.Hans Hubermann leaned forward, arms outstretched against a house wall. He was suddenly overwhelmed by what had just happened.There was an image, fast and hot.33 Himmel Street - its basement.Thoughts of panic were caught between the in-and-out struggle of his breath.They’ll come now. They’ll come.Oh, Christ, oh, crucified Christ.He looked at the girl and closed his eyes.‘Are you hurt, Papa?’She received questions rather than an answer.‘What was I thinking?’ His eyes closed tighter and opened again. His overalls creased. There was paint and blood on his hands. And bread crumbs. How different from the bread of summer. ‘Oh my God,?Liesel, what have I done?’Yes.I must agree.What had Papa done?(Part 7, pg 416-423)Book Summary:Narrated by Death, The Book Thief is the story of Liesel Meminger, a nine-year-old German girl who given up by her mother to live with Hans and Rosa Hubermann in the small town of Molching in 1939, shortly before World War II. On their way to Molching, Liesel's younger brother Werner dies, and she is traumatized, experiencing nightmares about him for months. Hans is a gentle man who brings her comfort and helps her learn to read, starting with a book Liesel took from the cemetery where her brother was buried. Liesel befriends a neighborhood boy, Rudy Steiner, who falls in love with her. At a book burning, Liesel realizes that her father was persecuted for being a Communist, and that her mother was likely killed by the Nazis for the same crime. She is seen stealing a book from the burning by the mayor's wife Ilsa Hermann, who later invites Liesel to read in her library.Keeping a promise he made to the man who saved his life, Hans agrees to hide a Jew named Max Vandenberg in his basement. Liesel and Max become close friends, and Max writes Liesel two stories about their friendship, both of which are reproduced in the novel. When Hans publicly gives bread to an old Jew being sent to a concentration camp, Max must leave, and Hans is drafted into the military at a time when air raids over major German cities were escalating in terms of frequency and fatality. Liesel next sees Max being marched towards the concentration camp at Dachau. Liesel loses hope and begins to disdain the written word, having learnt that Hitler's propaganda is to blame for the war and the Holocaust and the death of her biological family, but Ilsa encourages her to write. Liesel writes the story of her life in the Hubermanns' basement, where she miraculously survives an air raid that kills Hans, Rosa, Rudy, and everyone else on her block. Liesel survives the war, as does Max. She goes on to live a long life and dies at an old age.Main Characters:Liesel Meminger: Introduced by Death as "The Book Thief," Liesel is nine at the beginning of the novel, when her younger brother dies and she is given up by her mother to live with Hans and Rosa Hubermann in the small town of Molching. Liesel is traumatized by her brother's death, but Hans proves to be a calming foster father; with his help, she learns to read and soon finds comfort in the written word. Over the course of the novel, she befriends Max, the Jew who arrives to hide from the Nazis in the Hubermanns' basement, and falls in love with Rudy Steiner, her best friend. Ultimately, Liesel learns the power of words to influence humans to act towards both good and evil as she experiences the beauty and the brutality of humanity. Death describes her as a "perpetual survivor," and Liesel survives Hitler's reign while many of those whom she loves perish as a result of World War II and the Holocaust.Max Vandenburg: A 23-year-old Jew who hides from the Nazis in the Hubermanns' basement. Max was a fist-fighter growing up, and as a teenager he resolves not to die without a fight. Max is wracked with anguish and guilt over leaving his family to save himself, but he comes to befriend Liesel as the two share their respective nightmares. Their friendship grows very deep, and Liesel reads to Max every night when he falls comatose. Max makes two books for Liesel, both of which involve thinly-veiled allegories about their friendship and Nazi Germany: an illustrated story called "The Standover Man," and a long book of sketches that includes the short story "The Word Shaker." Max leaves the house after Hans gives an old Jew being marched to a concentration camp a piece of bread in public. Liesel later sees him among such a procession, on his way to Dachau. Max survives the camp, however, and reunites with Liesel shortly after the war's end.Hans Hubermann: Liesel's silver-eyed foster father. An amateur accordion player, Hans is a tall, gentle man with a remarkable amount of integrity and bravery -- Hans' compassion sets a strong example for Liesel, who is soothed by his presence. His life was saved by a Jew Erik Vandenberg in World War I, and he keeps his promise to Erik's widow by hiding her son Max from the Nazis. A skilled house painter by trade, Hans is horrified by the Nazis' persecution of the Jews, and he brings scrutiny to himself by painting over anti-Semitic slurs on Jewish-owned homes and businesses. Hans' impulsive kindness ultimately gets him in trouble, and he is conscripted to serve in a dangerous air raid recovery unit. Hans survives this assignment, but ultimately dies in the air raid that hits Molching at the end of the novel.Rosa Hubermann: Hans' wife and Liesel's foster mother. A squat woman who makes some money doing laundry for wealthy neighbors, Rosa has a fiery attitude and frequently employs profanity, especially towards those whom she loves. Death describes Rosa as a good woman for a crisis: she maintains order in the household through difficult times, but her spirit is steadily beat down by several the events in the novel, e.g. Max's illness, Hans' conscription, and the air raids.Rudy Steiner: Liesel's best friend. One of six Steiner children, Rudy is gallant and impetuous -- he is best known for painting his face black and running around a track imitating Jesse Owens. Rudy is motivated throughout the novel by his love for Liesel; at one point he retrieves Liesel's book from the icy cold river and asks her for a kiss. By the end of the novel, Liesel has come to love Rudy as well; Rudy dies in an air raid at the end of the novel, and Liesel kisses his corpse.Major Themes:Power of Words:Liesel learns throughout the course of the novel that words hold a remarkable power to compel people to commit acts of cruelty. At age 9, Liesel is illiterate, and the first book she learns to read is a manual about grave digging. Learning to read brings Liesel closer to the understanding that Hitler's propaganda is the root of his power and the reason why her mother, father, and brother are dead. Max, who understands well the effect Hitler's propaganda has had on his race, helps impart this lesson through his allegorical story "The Word Shaker." The story describes Hitler's use of oratory to brainwash Germany and compel German citizens to turn against the Jews; a young girl who understands the power of words is capable of defying the Fuhrer through words of compassion and love. Reading -- particularly reading Max's writings to her -- brings Liesel great joy throughout the novel, yet she despairs after seeing Max on his way to a concentration camp, and rips up a book, wondering what good words are. Ilsa gives Liesel a blank book and encourages her to write. Liesel ends up writing the story of her life, ending with the line, "I have hated the words and I have loved them, and I hope I have made them right." This line conveys Liesel's realization of the manipulative power of words and indicates her attempt to master the art of writing for compassionate use, to make words "right."War/People in War:The Book Thief is steeped in war. It's set primarily between 1939 and 1943 in Nazi Germany. Both the Holocaust and World War II are going on at this time. Warfare shapes the characters' lives and impact their choices. The narrator of the tale, Death, doesn't take kindly to war. Because of it, he can't get a vacation, or even a slow day. This gets us into some controversial territory. Some would argue that the Allies had to make war on Germany in order to stop the Holocaust and Hitler's plan to take over the world. While Death doesn't suggest an alternative to war in situations such as this, he does raise the questions through his anti-war stance.Mortality:Death, The Book Thief's narrator, keeps us constantly focused on mortality. To be clear, this Death has nothing to do with why people die. Rather, he's exists because people die. He has the task of separating their souls from their bodies and carrying those souls away. Death lets us know from the beginning pages that this is a tragic story. Set during World War II and the Holocaust, we witness the deaths of many innocent people. Death tells us that most of the characters we come to love will die by the end of the book.Death:Most of the characters deal with the death of a loved one, and they then struggle with survivor's guilt. Liesel's brother dies at the start of the story and his death haunts her throughout. Hans Hubermann helps Max Vandenburg because of his debt to Max's dead father, Ilsa Hermann grieves for years for her dead son, and Michael Holtzapfel commits suicide over guilt for surviving the war when his brother did not. In the end the many deaths of the novel become overwhelming and the reader is given a glimpse into the mind of Death, who is weary of working, horrified by war, and "haunted by humans."Holocaust background:Originally published in 1925, Mein Kampf is largely predicated on Hitler's allegation of the existence of a massive Jewish conspiracy against the German people. After Hitler assumed absolute power in 1933, the Nazis enacted a series of laws meant to segregate and otherwise dehumanize the Jews. Kristallnacht, known as the Night of Broken Glass, was an organized nationwide pogrom that took place in 1938. By this point, all German Jews -- even those who had fought for Germany in World War I -- had been stripped of their rights as citizens and formally excluded from German society.Hitler maintained his intention of eliminating Jews from Germany and, later, Germany's conquered possessions. In the initial stages of this process, German Jews were terrorized into emigrating; those who remained were ultimately rounded up and forced into concentration camps and labor camps. Jews were joined by homosexuals, gypsies, dissidents, Communists, and Polish and Soviet prisoners of war. Many prisoners engaged in forced labor for German corporations and armament factories, thus contributing to the war effort of the nation that condemned them. The infamous gas chambers at Auschwitz began operation in 1942; from that point on, captured and deported Jews were primarily sent straight to extermination camps, complexes built for the express purpose of efficiently and regularly murdering large numbers of people.In 1933, the first concentration camp was established at Dachau in southeast Germany, outside the large city of Munich. The longest running Nazi concentration camp in continual operation, Dachau was not an extermination camp per se, yet tens of thousands of Jews and other prisoners died there; countless more were transferred from Dachau to actual extermination camps. Dachau was liberated by the United States Army in 1945 just a few weeks before Germany's surrender.About six million Jews died in the Holocaust. Millions more -- members of other groups targeted for extermination by the Nazis in Hitler's quest for racial purity and world conquest -- perished as well. Up to 10% of Germany's population, civilians and soldiers, are estimated to have perished in Hitler's war.Book Burnings In Germany:On May 10, 1933 student groups at universities across Germany carried out a series of book burnings of works that the students and leading Nazi party members associated with an “un-German spirit.” The largest of these book bonfires occurred in Berlin, where an estimated 40,000 people gathered to hear a speech by the propaganda minister, Joseph Goebbels, in which he pronounced that “Jewish intellectualism is dead” and endorsed the students’ “right to clean up the debris of the past.”The response to the book burnings was immediate and widespread. Counter demonstrations took place in New York and other American cities, including Philadelphia, Cleveland, and Chicago. Journalists in the American and world press expressed shock and dismay at these attacks on German intellectual freedom, and various authors wrote in support of their assaulted German brethren. Artists, writers, doctors, and other intellectuals fled Germany, prompted by the barbarity of the book burnings and by continuing acts of Nazi persecution.Such barbarity was just the beginning, however. One can see in retrospect how the book burnings and other steps to remove “Jewish influence” from German institutions foreshadowed much more catastrophic Nazi plans for the Jews of Europe. Eerily, among the books consigned to the flames in 1933 were the works of the nineteenth century Jewish poet Heinrich Heine, who in 1822 penned the prophetic words, “Where they burn books, they will, in the end, burn human beings too.”Important Quotes:All that was left was the body, the dwindling smell of smoke, and the smiling teddy bear.This quote shows the affect of war on people and the world. The quote is filled with imagery and reflects the way that families are tornThey were French, they were Jews, and they were you.This quote is written from the narrator’s, Death, point of view. He's reminding us that we are all human, all united by Death. It's ridiculous to kill another human, when the job will be done on its own in due timeA cart was turned over and paint flowed onto the street.They called him a Jew lover.This shows the power of words. They called Hans a Jew lover after he offered a piece of bread to the prisoner. These words have a lot of meaning behind them but the main meaning is that he is betraying his country and that he is beneath the rest of them.If nothing else, the old man would die like a human. Or at least with the thought that he was a human. Me? I’m not so sure that was a good thing.In this quote, Death struggles to understand humanity's capacity for both good and evil. Death is stunned both by the murderous Nazis and mankind's irrational taste for war and by the few human beings who exhibit remarkable compassion and strength, like Hans and Liesel.Glossary: Word/sMeaningSpinnst du?! Are you stupid?TraipsingWalk or move wearily or reluctantly.AbhorrenceA feeling of disgust/hatredVersatilityTo adapt to many different situationsTrepidationA feeling of fear about something that may happen.Futileincapable of producing any useful resultCrucifiedPut (someone) to death by nailing or binding them to a cross, especially as an ancient punishment.ParisiansA native or inhabitant of Paris.MauthausenA concentration campMolchingA fictional place created for the purpose of this story.DesolationAnguished misery or loneliness.AuschwitzA concentration campFuhrerA leader (no longer used, due to the negative connotations, The word Leiter is therefore used instead.)Steh aufStand downSTAGE 1ENGLISH COMMSWEEK 1 – LESSON 2 & 3 Intertextuality Lesson Length: 110 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To have read the selected passages from The Book ThiefHave students understand the contrasts in human nature the book Understand who the main characters are and their motivationsUnderstand the importance of Death as a narratorFocus Questions:Have I finished reading the selected passages?Do I understand the juxtaposition between human kindness and human cruelty?Who are they main characters?Why do they do what they do?Why is Death the narrator? Activities:Part 1: Recap – 5 MinutesRole and Organise ClassRecap on previous lesson Go over the previous lesson and what was covered.9:10 – 9:15Part 2: Class Reading – 35 Minutes Read the selected passages aloud as a class.While the homework was to read the selected passages re-reading as a class followed by analysis of these passages will aid in the understanding of the texts.Ask the students to read aloud the passages and discuss after each of them.9:15 – 9:50Part 3: Class Discussion – 15 Minutes Discuss the broad theme of Human Nature represented in the passages.Through the selected passages, discuss as a class the juxtaposition between human kindness and cruelty. Draw on examples from the sections of The Book Thief to emphasis these points. Have students use the Kindness vs Cruelty worksheet to help organise the details of the passages.If students are struggling to find the connections, refer them back to the study guide given to them in the previous lesson.A wider context of the book may have to be provided to help students understand the chosen sections of the book.9:50 – 10:05Part 4: Small group work – 15 MinutesBuilding Character ProfilesHaving now read about the broader terms in the book, students are asked to start to create character profiles. This includes general information about names, ages, occupations, ethnicity etc.The profiles also include the characters motivations and why they do what they do. This will tie in well with the previous lesson on kindness vs cruelty. Each small group is given a character to examine and fill out the character profile sheet.10:05 – 10:20Part 5: Small group presentation – 20 MinutesGroups present their character profiles to the classStudents are asked to present their groups character profiles to the rest of the class.Students are to make a digital copy of their group’s notes so that it may be shared on the network so every group has access to every other group’s notes. *This provides all groups with all characters to help provide scope to the key characters in the novel*10:20 – 10:40Part 6: Class Discussion – 10 MinutesClass discussion about Death as a narratorAs a class, we discuss the importance of having Death as our narrator. Explore the ideas of Death:As an unreliable narratorA limited omniscient narratorHow Death tells the storyDraw on the selected passages to help emphasis these points.10:40 – 10:50Part 6: Recap and Homework – 5 MinutesSet homeworkRecap what was covered in the lesson and answer any queries. Homework is for students to finish any outstanding character profile sheets and upload them to the network10:50 – 10:55The Book ThiefObjective: Your task is to identify the similarities and differences between two characters from Markus Zusak’s text The Book Thief. Purpose: The purpose of this activity is to allow students to think critically about characters in order to analyse them. First, write a brief overview about each character. You could include ideas such as who they are, their social status, influence on the text, etc. 1905077470Character 1:Character 2:00Character 1:Character 2:-3810053403500What similarities can you identify between the two characters? Write 4-5 sentences demonstrating your understanding. -3810054673500What differences can you identify between the two characters? Write 4-5 sentences demonstrating your understanding. Student:Task: Intertextual Study – The Book Thief and The European Migrant Crisis Text ResponsePERFORMANCE STANDARDSABCDEKU1 Knowledge and understanding of the ideas, values, and beliefs explored in texts.An1 Analysis of the connections between personal experiences, ideas, values, and beliefs, and those explored in a text.Ap2 Use of evidence from texts to support conclusions.C1 Accuracy, clarity, and fluency of ment:Grade:Kindness VS Cruelty WorksheetJuxtaposition: a literary technique in which two or more ideas, places, characters and their actions are placed side by side in a narrative or a poem for the purpose of developing comparisons and contrasts.Task: Using the passages of The Book Thief in your work pack, select 3-5 examples of where Mark Zusak uses Juxtaposition in terms of Kindness VS Cruelty.KindnessCrueltyWell,’ was the response, ‘we can’t just leave them like this, can we?’The tall one was losing patience. ‘Why not?’STAGE 1ENGLISH COMMSWEEK 1 – LESSON 4Intertextuality Lesson Length: 55 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To have a wider understanding of Zusak’s The Book ThiefTo understand Zusaks’s motivations for writing the novelExplorer the wider historical aspects of The Book ThiefFocus Questions:Why inspirations did Zusak draw on to write The Book Thief?What historical events ties into the novel?What is the significance of the symbols represented in the book?Activities:Part 1: Recap Previous Lesson – 10 MinutesGo over previous lesson and homework Recap previous lessonGive 10 minutes to students to finish off their formative character analysis sheets11:20 – 11:30Part 2: Class Discussion – 15 Minutes Exploring the wider context of the novelAs a class, discuss what was going on at the time of the novel:The HolocaustBook burningsPropaganda“Un-German spirit”Watch the interview featuring Mark Zusak: – 11:45Part 3: Small Group Work – 15 Minutes Small group work exploring these events and contrabandIn small groups of 2-3, Students are to examine the events previously mentioned as well as the looking at what kind of books and authors were placed on the contraband list.Students are to find a 2 authors and find out why they placed on the contraband list and subsequently e back as a group to discuss findings and pool knowledge.11:45 – 12:00Part 4: Small Group Work – 10 Minutes Finding evidence in Selected Passages Using the selected passages, students are too find evidence of the aforementioned topics that tie into the wider historical events.12:00 – 12:10Part 5: Re-cap and Discuss findings - 5 Minutes Set homeworkRecap what was covered in the lesson and answer any queries. Discuss the findings of the small groups.12:10 – 12:15STAGE 1ENGLISH COMMSWEEK 2 – LESSON 5Intertextuality Lesson Length: 55 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To provide an introduction into the Syrian civil war and refugee crisisTo understand who Alayn Kurdi was and why he is important?To understand the importance of the photo that was seen around the world?Focus Questions:What is going on in Syria?Who was Alayn Kurdi?What was the significance of the photo that “sparked new outrage” around the world?Activities:Part 1: Re-Cap previous lesson – 10 MinutesRole and Organise ClassRe-Cap Previous LessonGo over the previous lesson and what was covered.11:20 – 11:30Part 2: Photo Slide and News Report – 10 Minutes Show photo slide and the news clip about Alayn KurdiShow students the photo slide of Alayn Kurdi from before and after the incident to try and illicit and empathetic response.Watch: Aylan Kurdi: the life and death of a three-year-old boy – 11:35Part 3: Class Discussion - 15 Minutes Read the article as a groupAs a class, read through the ABC Article “European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage”Try to encourage students to take turns reading aloud. 11:35 – 11:50Part 4: Syria Overview - 10 Minutes Watch the YouTube Clip on the Syrian BackgroundWatch: The European Refugee Crisis and Syria Explained the video and discuss as a class11:50 – 12:00Part 5: Small Group Work - 10 Minutes Identifying persuasive writing In small groups of 2-3, Students are to begin to look at the article and its use of persuasive writing and how it tries to illicit an empathetic response from the audience. 12:00 – 12:10Part 6: Re-cap and Discussion - 5 Minutes Re-cap and DiscussionRecap what was covered in the lesson and answer any queries. Discuss the findings of the small groups.12:00 – 12:10ARTICLE SUMMARY-The focus of the ABC news article is about a young Syrian boy, Aylan Kurdi, his family and their attempt to emigrate to Canada. Tens of thousands of migrants are also desperate to seek a new life in Europe, provoking a demand for a better asylum system to ensure no more deaths.Photos of drowned toddler spark outrage over asylum seekers.12 Syrians died when their boat sank when fleeing for Greece.From Kobani, a war-torn town on the Turkey-Syria border.Sparks questions about European rules of asylum.A call for a more efficient asylum system.Spike in the number of asylum seekers and migrants from Syria/Africa.2 Boats which asylum seekers were fleeing on have sunk.An increase in support for asylum seekers.Protests erupt.WHO IS AYLAN KURDI????Kurdish Ethnic BackgroundBoy3 years oldRefugee – fleeing for CanadaAylan’s image made global headlines after he drowned in the Mediterranean Sea, as part of the Syrian refugee crisis.Syrian Civil War- 6 Simple points to help you to understand the Syria conflict… Syria- Small country with the population of approximately 22 million The Syrian Regime- Is a conflict about the failure of long-promised economic and political reforms and the long-serving government and those seeking to remove it out of office. The Civil War Begins- The spark of the war was the jailing of some children who painted anti-regime graffiti. Some were killed in detention, and this led to public protests which spread around the country - fuelled by the failure of the government to punish the perpetrators.The rebellion grows and soon enough, perpetrators on both sides are killing civilians.Civilian casualties- Civilians began to be harshly executed for taking a stance and the casualties are still rising (100,000+)Refugee hell…. Leading to Migrant crisisWhat is the European Migrant Crisis? *People just like you and I, who have been forced to flee poverty and lack of jobs, many of them hoping for a better lifestyle and job offers. However, most of the migrants are refugees, fleeing war and persecution in countries.In the Schengen Agreement, 26 European countries joined together to form an area, where border checks on internal Schengen borders are non-existent.Statistics-The IOM estimates that more than 464,000 migrants have crossed into Europe by sea for the first nine months of 2015. Syrians fleeing their country's four-and-a-half-year-old civil war made up the largest group (39%). (Council on Foreign Relations 2015)033274000EUROPEAN MIGRANT CRISIS GLOSSARY-Asylum- The protection granted by a nation to someone who has left their native country as a political refugee.Diplomat- An official representing a country abroad.Emigrate- Leave one's own country in order to settle permanently in another‘G5’ refugee- Is where five or more Canadian citizens or permanent residents who have arranged to sponsor a refugeeHumanitarian crisis- An event that is threatening in terms of health, safety or well being of a community or large group of people.Influx- An arrival or entry of large numbers of people or thingsInhumane- Lacking human qualities of compassion and mercy; cruel and barbaric.Inter-textual- Ideas shared across different writings or cultures where one references or incorporates the other.Refugee- A person who has been forced to leave their country in order to escape war, persecution, or natural disasterSanctuary- A place of refuge or safetySchengen Zone- The area comprising 26 European countries that have abolished passport and any other type of border control.STAGE 1ENGLISH COMMSWEEK 2 – LESSON 6&7Intertextuality Lesson Length: 110 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To have an understanding of what Intertextuality isFull understanding of the summative assessment pieceTo have an understanding of the shared major themes of both texts Focus Questions:What is Intertextuality?How do I understand it?What do I need to do for the assessment piece?What major themes do both texts share?Activities:Part 1: Re-Cap previous lesson – 10 MinutesRole and Organise ClassRe-Cap Previous LessonGo over the previous lesson and what was covered.9:10 – 9:20Part 2: Teacher Led Discussion – 25 Minutes Introduction into IntertextualityBegin the introduction to Intertextuality by handing out the list of definitions.Spend time to explain the concept in full with constant questions and answers in class. Go through the accompanying definitions commonly found when talking about Intertextuality;AllusionParodyPasticheHomageSemioticsLinguisticsHave a class discussion regarding intertextuality in T.V. and film to help illustrate the point. 9:20 – 9:45Part 3: Teacher Led Discussion - 10 Minutes Introduction to the Summative Assignment Introduce the summative assignment to the class and outline the 5 potential tasks. Take time to go through each of the questions and gauge student interest in which questions they might do. 9:45 – 9:55Part 4: Class Discussion - 10 Minutes Hand out Intertextuality Matrix worksheetHand out the Intertextuality Matrix Worksheet and explain how to use it. Spend time outlining how to use the matrix and how to fill it out over the next few week to help formulate ideas for the summative assessment. 9:55 – 10:05Part 5: Re-Cap - 5 Minutes Re-cap and DiscussionRe-Cap everything that has been covered. Ensure everyone knows what they need to cover in both the Intertextuality Matrix Worksheet and the Summative Assessment Task Remind students that they can email any questions in case they are too shy to ask in class.10:05 – 10:10Part 7: Small Group Work – 25 Minutes Exploring Major Themes In small groups of 2-3, students are to start to examine the themes present in both texts:WarFreedomChildren in WarPower of Words and ImagesStudents are given one of these themes to explore in depth within their groups. Students are to create a Venn Diagram within their groups to help outline their ideas. Students are to look for any key words and examples from both the article and passages.10:10 – 10:35Part 8: Class Discussion – 15 Minutes Class discussion to share ideas of the groups Coming back as a class, students are asked to share their ideas and groups findings.Using the white board, the class is able to pool together potential ideas relating to both of the texts. The groups can present to the class by writing on the board. 10:35 – 10:50Part 9: Recap and Homework – 5 MinutesSet homeworkRecap what was covered in the lesson and answer any queries. Homework is for students to finish any outstanding Intertextuality Matrix Worksheet 10:50 – 10:55WORKSHEET/SCAFFOLDINGHow can we discover if the two texts share the same or a similar relationship? We can begin by comparing the themes of each textThemes- Family War Freedom Relationships Government Control Love Friendship Children in War Power of words/images RacismNOW YOU HAVE A GO- Compare and contrast the themes used-THEMEKEY SIMILARITIESKEY DIFFERENCESEXAMPLE…………WORKSHEETS/SCAFFOLDING LINKS BETWEEN The Book Thief & ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article.WHAT DO I WANT TO KNOW?WHAT IS MY ANSWER?HOW DOES THIS AFFECT MY UNDERSTANDING OF TEXT #1HOW DOES THIS AFFECT MY UNDERSTANDING OF TEXT #2EXAMPLES………STAGE 1ENGLISH COMMSWEEK 2 – LESSON 8Intertextuality Lesson Length: 55 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To understand the importance of setting, time and place as a mode of intertextualityExploring the links between the two texts within these ideasExploring the persuasive language within the article Focus Questions:How does setting, time and place help the reader understand the links in the two texts?How does this create depth between the two?How does persuasive writing aid in understanding the texts?Activities:Part 1: Recap Previous Lesson – 15 MinutesGo over previous lesson and homework Recap previous lessonGive 10 minutes to students to finish off their formative Intertextuality Matrix Worksheet 11:20 – 11:30Part 2: Class Discussion – 20 Minutes Discuss the ideas of setting, time and place With the class, go over the ideas of setting, time and place with relation to the two texts.Explain how these ideas relate to one another despite the differences in text.Discuss students to discuss:What do the texts share?How are they different?Why does it matter that they are different?What do the differences and similarities tell us about the two texts?11:30 – 11:45Part 3: Small Group Work – 15 Minutes Small group work exploring these events and contrabandIn small groups of 2-3, Students are to examine the events previously mentioned as well as the looking at what kind of books and authors were placed on the contraband list.Students are to find a 2 authors and find out why they placed on the contraband list and subsequently e back as a group to discuss findings and pool knowledge.11:45 – 12:00Part 4: Small Group Work – 10 Minutes Exploring persuasive writingIn small groups of 2-3, students are to examine the use of persuasive writing in the ABC Article and provide evidence of this.*Remind students that these questions will be relevant if students have chosen to answer questions 3-5 for the Summative Assessment Task*12:00 – 12:10Part 5: Re-cap and Discuss findings - 5 Minutes Re-cap and DiscussionRecap what was covered in the lesson and answer any queries. 12:10 – 12:15LITERARY DEVICESWhat literary devices are used in the article?-Persuasive language= Language that persuades the audience to believe the authors specific point of view.-Figurative language= uses exaggerations or alterations to make a particular linguistic point.-Tone= A way the voice expresses a particular feeling or mood-Theme= The subject of a talk, a piece of writing, a person's thoughts, or an exhibition; a topic-Syntax= The arrangement of words and phrases to create well-formed sentences-Repetition= The action of repeating something that has already been said or written-Point of View= opinion, view, belief, attitude, feeling, sentiment, thoughts; position, perspective, viewpoint, standpoint of the writer-Melodrama= A sensational dramatic piece with exaggerated characters and exciting events intended to appeal to the emotions.-Exaggeration= Represent (something) as being larger, greater, better, or worse than it really isLITERARY DEVICE (Technique)WHERE IS IT FOUND? (Evidence)Is this device also found in The Book Thief? How is it connected? (Analysis)EXAMPLE………..STAGE 1ENGLISH COMMSWEEK 2 – LESSON 9Intertextuality Lesson Length: 55 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To form a basis for their summative workTo have clear notions of the intertextual links between the textsTo have a dot point plan ready for draftingFocus Questions:What question will I choose for my summative assessment?Do I have a sound knowledge of what is being asked of me?Do I understand enough about the intertextual links?Activities:Part 1: Re-Cap previous lesson – 5 MinutesRole and Organise ClassRe-Cap Previous LessonGo over the previous lesson and what was covered.11:20 – 11:25Part 2: Teacher Led Discussion – 15 Minutes Intertextuality Matrix Worksheet and Dot Point PlanAfter handing out the Dot Point Plan, as a class, go over how it is to be used with conjunction with the Intertextuality Matrix WorksheetStudents are to use the information they have previously gathered and start to form the structure of their summative assessment. Ensure any questions are answered before commencement of independent work. 11:25 – 11:40Part 3: Independent Work - 30 Minutes Students to work independently on summative assessment Students are to use this time to work independently to start planning their selected assessment task.Students are advised to hand up their Dot Point Plan at the end of the lesson so that the teacher may look over them ready for the next double lesson.11:35 – 11:50Part 6: Re-cap and Homework - 5 Minutes Re-cap and homeworkRecap what was covered in the lesson and answer any queries. Collect the Dot Point Plan that have been completed. For those who have not handed up their Dot Point Plan they are to complete it for homework with the intention of discussing with the teacher the following lesson for the essay writing workshop.12:00 – 12:10Dot Point PlanSTAGE 1ENGLISH COMMSWEEK 2 – LESSON 10&11Intertextuality Lesson Length: 110 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To have an understanding of what Intertextuality isFull understanding of the summative assessment pieceTo have an understanding of the shared major themes of both texts Focus Questions:What is Intertextuality?How do I understand it?What do I need to do for the assessment piece?What major themes do both texts share?Activities:Part 1: Re-Cap previous lesson – 10 MinutesRole and Organise ClassRe-Cap Previous LessonGo over the previous lesson and what was covered.9:10 – 9:20Part 2: Teacher Led Discussion – 15 Minutes Introduction into IntertextualityFor those who handed up their Dot Point Plan in the previous lesson, I provide some overall feedback to the class and then tell the students I will provide one on one feedback later in the lesson.For those who did not hand in their Dot Point Plan the previous lesson, there will be time this lesson to hand them up and have them drafted.Field any questions that students may have.9:20 – 9:35Part 3: Independent Study – 75 Minutes Students to work independently Students will utilise this time to begin their summative assessment task. During this time, students have the chance to seek individual help and finalise their plans9:35 – 10:45Part 4: Class Discussion – 10 Minutes Class discussion to clarify the rubric Use this time to ensure everyone is on track and talk students through the rubric so the students are aware of the standards they must write too and how they may achieve a high grade. 10:45 – 10:55STAGE 1ENGLISH COMMSWEEK 3 – LESSON 12Intertextuality Lesson Length: 55 Minutes Class size: 19Core themes:Analyse relationships between purpose, context, and audience and how these influence texts and their meaning Identify ways in which ideas and perspectives are represented in texts Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in textsWhat makes this a good topic?Being able to recognise the relationship between separate textsRecognise intertextual connectionsCreatively apply those connections into own words and workOverview:The shaping of a text's meaning by the reading of other texts or the interrelationship between texts such as when an author borrows from or transforms another text or a reader’s referencing of one text in reading another. Texts gain meaning through their reference to or evocation of other texts. This unit will focus on the intertextual connections between selected passages of Mark Zusak’s 2005 novel The Book Thief and the ABC’s 2015 ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. The unit aims to examine common themes such as the effects of war on children and the power of words. Student Outcomes:To understand the summative task and be writing up the final pieceTo have clear ideas of the intertextual links between the textsTo have a dot point plan finishedFocus Questions:Have I completed my Dot Point Plan?Have I had my draft looked over?Am I on track to completing this assessment task?Activities:Part 1: Recap Previous Lesson – 10 MinutesRole and Organise ClassRe-Cap Previous LessonGo over the previous lesson and what was covered.Field any questions the class may have remind them that this will be the final class time that they will have to work on the summative task with teacher assistance. 11:20 – 11:30Part 2: Independent Work – 40 Minutes Students to work independently Students will utilise this time to begin their summative assessment task. During this time, students have the chance to seek individual help and finalise their plans11:30 – 12:10Part 5: Re-cap and Discussion - 5 Minutes Re-cap and DiscussionRecap everything about the lesson, field any remaining questions. Remind students of the due date and that any questions should be directed to email.12:10 – 12:15Assessment11 EnglishStudent Name:Teacher:Assessment Activity:Intertextual Study – The Book Thief and The European Migrant Crisis Text ResponseDue Date:Monday, Week 4, Term 3Purpose: The purpose of this assignment is to show your understanding of intertextuality in a multimodal form.Description of Assessment Activity: After reading the sections of ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article, answer one of the following questions. Your answer should be a maximum of 800 words; an oral of a maximum of 4-6 minutes or the equivalent in multimodal form.How has your understanding of the novel ‘European migrant crisis’ article, been enhanced by reading ‘The Book Thief’ by Markus Zusak ‘European migrant crisis’ article? Create your own short story that develops one of the themes in ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. It may be fictional or based on your experiences. In an accompanying writer’s statement explain how the text you have created has been influenced by your knowledge of one or both of the studied texts. ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis’ article that could be developed through a short story are:WarFreedomChildren in WarPower of ImagesPower of WordsTo produce DVD or PowerPoint, accompanied by an oral presentation, which demonstrates how both texts use the power of words to get their message to the public. Remember that you will need to include a transcript.Choose a scene from The Book Thief. Write the events of this scene in a newspaper style. In an accompanying writer’s statement explain how the elements of your story (eg, language, setting used, title) have been influenced by your knowledge of The Book Thief. (Word count can be divided however you wish. It is highly recommended that you use 350-400 words for each)Discuss how both texts use literary devices (such as imagery, exaggeration, persuasive language) in order to convey one of the themes above.If you wish to negotiate a topic, please contact your teacher as soon as possible.Student:Task: Intertextual Study – The Book Thief and The European Migrant Crisis Text ResponsePERFORMANCE STANDARDSABCDEKU1 Knowledge and understanding of the ideas, values, and beliefs explored in texts.KU2 Knowledge and understanding of the ways in which the creators and readers of texts use language techniques and conventions to make meaning.An1 Analysis of the connections between personal experiences, ideas, values, and beliefs, and those explored in a text.An2 Analysis of the ways in which language techniques are used to influence opinions and decisions in a range of contexts.Ap3 Ability to locate, record, analyse, use, and synthesise knowledge.C1 Accuracy, clarity, and fluency of expression.C2 Use of an appropriate style and structure for the audience and purpose when composing ment:Grade:Support materialsHOW TO WRITE A SHORT STORY*Follow the Plot Diagram*Write a catchy first paragraph to make sure your reader is interested. *Make sure your story ‘adds up’*Don’t bore your audience, REMEMBER- Show me, don’t tell me!Structure-Source- writing a short story consider- Your audienceCharactersA central problemPossible solutionsResolutionSetting/moodA climaxEditingHOW TO WRITE AN ESSAYParagraph structure= TEEL Start with a sentence that sums up the main point of the paragraphDevelop the point made in the topic sentence by using relevant explanation, details and examplesConclude with a sentence that rounds off the paragraph and links back to the main topic. T= Topic SentenceE= Explain and expand the topic sentence E= Examples from the text (s)L= Link back to initial questionIntroduction= It tells the reader what the essay is about. The last sentence of this paragraph must also contain a transitional "hook" which moves the reader to the first paragraph of the body of the paper.Main Body= The function of the main body is to fully develop the argument outlined in the introduction. Each paragraph within the body of the essay elaborates on one major point in the development of the overall argument. The main point in each paragraph needs to be clearly stated in the form of a topic sentence, which is then supported with evidence. (see TEEL)Conclusion=An allusion to the pattern used in the introductory paragraph.A summary of the main points from the body of the paper.A final statement that gives the reader signals that the discussion has come to an end. HOW TO WRITE A WRITERS STATEMENTSource- Alison Hunter, Approaches to Senior English, 2013.AOutline the intended audience, purpose and context for your Text Production.What creative decisions did you make in order to bring your Text Production to life?How did you match your language and other choices to your purpose?How did you set about meeting the needs of your intended audience?What technical, structural, conventional and language techniques did you include in your Text Production in order to make it authentic to its genre?BWhy did you choose these characters and stimulations?What values do the characters display in this context that align with your own and those of the audience?Why do you think these characters would be of interest to others?Who is your target audience?How did you adopt your presentation to this audience?What problems specific to the genre for your Text Production did you have to overcome?What did you do to make this Text Production fascinating?What have you personally learnt through this task?Write your response in full proseMake sure you are highly analytical in your responseOrganise your ideas effectively so that they flow in sequenceKeep a reflective journal throughout the creation of each task to ensure you have all the data you need for your statement.HOW TO PREPARE AN ORAL/PPT PRESENTATIONStructure:-Research your topic (Remember to keep a bibliography)-Be confident -Use visual aides -Organise and write your speech (Dot points to jog your memory)IntroductionMain bodyConclusion-Minimal explanation on slides-Do not read directly from your notes/powerpoint/prezi-Do not waste time on presentation until you have completed all other areas.-Ensure you have practiced your presentation (grab a friend/caregiver/family member & practice in front of them)*Ensure you have attached a copy transcript of your oral NEWSPAPER ARTICLEHow to write a newspaper article:? Headline (Heading) The headline is the title of the news article. The headline should be short, does not include a lot of detail, and should catch the readers’ attentions. It is normally not a complete sentence, and tries to summarize the main idea or subject of the article. It is often printed in larger letters than the rest of the article, and the major words are capitalized.? Byline This line tells who is writing the article. It may also include the address of the author and the publication or news source for which he or she writes.? Location This is usually placed at the beginning of the article in bold print. If the city or location is well-known, the name can be written alone, but if the city is less famous, more information is included. For example, the byline of an article written in Atlanta, Georgia would read ‘Atlanta’ , while an article from Leary, Georgia would have to include the name of the state.? Lead Paragraph(s) The lead paragraph is found at the beginning of the article. The lead briefly answers the questions “who”, “what”, “when”, “why”, “where”, and “how”. The ‘skeleton’ of the story can be found here.? Supporting Paragraph(s) These are the paragraphs which follow the lead. They develop the ideas introduced by the lead, and give more information in the form of explanations, details, or quotes. In many newspapers, these paragraphs are found on subsequent pages.WHO WHAT WHEN HOW WHEREWHY?11 EnglishStudent Name:John DoeTeacher:Assessment Activity:Intertextual Study – The Book Thief and The European Migrant Crisis Text ResponseDue Date:Monday, Week 4, Term 3Purpose: The purpose of this assignment is to show your understanding of intertextuality in a multimodal form.Description of Assessment Activity: After reading the sections of ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article, answer one of the following questions. Your answer should be a maximum of 800 words; an oral of a maximum of 4-6 minutes or the equivalent in multimodal form.How has your understanding of the novel ‘The Book Thief’ by Markus Zusak, been enhanced by reading the ‘European migrant crisis’ article? Create your own short story that develops one of the themes in ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis: Photos of drowned toddler washed up on Turkish beach spark fresh outrage’ article. It may be fictional or based on your experiences. In an accompanying writer’s statement explain how the text you have created has been influenced by your knowledge of one or both of the studied texts. ‘The Book Thief’ by Markus Zusak and ‘European migrant crisis’ article that could be developed through a short story are:WarFreedomChildren in WarPower of ImagesPower of WordsTo produce DVD or PowerPoint, accompanied by an oral presentation, which demonstrates how both texts use the power of words to get their message to the public. Remember that you will need to include a transcript.Choose a scene from The Book Thief. Write the events of this scene in a newspaper style. In an accompanying writer’s statement explain how the elements of your story (eg, language, setting used, title) have been influenced by your knowledge of The Book Thief. (Word count can be divided however you wish. It is highly recommended that you use 350-400 words for each)Discuss how both texts use literary devices (such as imagery, exaggeration, persuasive language) in order to convey one of the themes above.If you wish to negotiate a topic, please contact your teacher as soon as possible.Student: John DoeTask: Intertextual Study – The Book Thief and The European Migrant Crisis Text ResponsePERFORMANCE STANDARDSABCDEKU1 Knowledge and understanding of the ideas, values, and beliefs explored in texts.KU2 Knowledge and understanding of the ways in which the creators and readers of texts use language techniques and conventions to make meaning.XXAn1 Analysis of the connections between personal experiences, ideas, values, and beliefs, and those explored in a text.An2 Analysis of the ways in which language techniques are used to influence opinions and decisions in a range of contexts.XXAp3 Ability to locate, record, analyse, use, and synthesise knowledge.XC1 Accuracy, clarity, and fluency of expression.C2 Use of an appropriate style and structure for the audience and purpose when composing texts.XXComment:It is obvious that you have read the entire novel, well done. However, your understanding shows gaps. While you understand that the crimes of today have happened in the past, you would have done well to include more direct quotations, from both the article and the novel. If you have also followed the essay plan that was included in the Work Pack, your grade would have been higher. Still, good effort and well done.Grade: B--571500731520000-228600-63500 ................
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