Introduction
Welcome Year 11 Students!
Stream: Standard English
Grade: Stage 6 - Grade 11
Author: Michelle Reuben
Learning Outcomes: EN11-1 EN11-2, EN11-3, EN11-4, EN11-5, EN11-7 & EN11-8
Task
This unit of work will assist you in understanding, Romulus, My Father, at a deeper level.
You will explore different themes of belonging and identity, while also, understanding various literary features, engaging with different online platforms and using a range of ICT devices.
Each lesson is set out in chronological order and is hyperlinked for you.
Have fun and let's start exploring, Romulus, My Father!
Process
Lesson 1
1. Answer the questions below by creating a visual board. Don't forget to add pictures and/or videos to assist in expressing yourself.
You may like to use Prezi.com, Google Slides, Canva.com, or you can choose your own platform.
2. Present your visual board by explaining each of your answers. You must use Loom.com to record yourself (3--5 minutes) and upload it in your Google Drive.
Questions
1. Where is the text set? What does the reader need to know about this place?
2. Which elements of setting/landscape/the physical environment are important in this text?
3. Why has the author, Raimond Gaitor, Written this text?
4. What influences are important to the author? Why?
5. Is the text set in a specific era or time?
6. What else was happening in the world at that time?
7. How was society structured in this text?
8. Were there classes of people?
9. Who was powerful and who was powerless? Why?
10. What values were important in this society?
11. Who were the outsiders or marginalised? Why?
(Adapted from Barillaro, 2019)
Lesson 2
Part 1
1. Watch the following YouTube videos and answer the questions (adapted from Boshell, 2010)
2. Create a Mind Map discussing the benefits and negatives of belonging. You may like to use https://www.canva.com/graphs/mind-maps/, https://bubbl.us/ or a platform of your choice.
3. In pairs, finish the sentences with your on feelings of
Belonging...
Feeling ‘at home’...
When you are at peace with yourself, any place is home...
Being loved and wanted...
Loneliness...
Rejection...
Being on the outside looking in, longing to fit in...
Feeling trapped and unable to be yourself...
Feeling invisible...
Part 2
Formative Assessment: Create a short 2-3 minute video answering the following questions:
- What is belonging to you? Explain your own understanding of definition of the concept
- How do you belong and what do you belong to?
Now, post it in your Google Drive.
Lesson 3
(Adapted from Barillaro, 2019)
1. In pairs, fill in the table below. You will need to write a brief statement about each place, provide accurate information in the 'Comments' column (you may wish to research each place) and explain how each place represents belonging or a lack or belonging. You may use evidence from the book to support your understandings. You will find this table in your Google Drive.
Settings and Places
|
Comments |
Belonging |
|
Yugoslavia This is a place of much conflict and political divide. It is home to many religions including Orthodox, Catholic and Muslim. |
Yugoslavia’s shaky past has seen civil wars, communism and political instability. It is also bordered by many countries including Romania, Hungary, Greece and Albania. This makes it vulnerable in many ways. |
|
|
Romania __________________________ __________________________ |
___________________________________________________ ___________________________________________________ ___________________________________________________ |
____________________________ ____________________________ ____________________________ |
|
Maryborough, Victoria __________________________ __________________________ |
___________________________________________________ ___________________________________________________ ___________________________________________________ |
____________________________ ____________________________ ____________________________ |
|
Frogmore __________________________ __________________________ |
___________________________________________________ ___________________________________________________ ___________________________________________________ |
____________________________ ____________________________ ____________________________ |
Lesson 4
(Adapted from Barillaro, 2019)
Formative Assessment - Oral Presentation
1. In pairs you are to choose one of the below topics. Research the topic and present an oral presentation of your choice (speech, short dramatisation).
You need to link the topic to a relevant aspect from Romulus, My Father and intertwine themes of belonging into your response. Your presentation must be 3-5 minutes long and posted in your Google Drive.
- Australia and World War II
- European Migration post World War II
- Understanding Mental Illnesses: Then and Now
- Being a new migrant in a foreign country
- A character profile from the book
Lesson 5 - Views and Values
(Adapted from Barillaro, 2019)
Every text has underlying values, qualities and beliefs that are important according to the author. Values can vary from society to society and be linked closely to religion and culture. In Western society we value freedom of speech as an important element of democracy. Our values are influenced by our families and cultural experiences. As people grow and change, experiencing various events, their values often change.
We express our values through our thoughts, feelings, actions and beliefs. It is challenging to meet or understand others who hold opposing values to our own.
Task
What are the key values prevalent in your text? Write a summary in your Google Drive based on the table:
Character name |
Important values held? |
Evidence? |
Lesson 6
(Adapted from Barillaro, 2019)
Task:
Create a graphic board answering and finishing the following questions. You may like to use Prezi.com, Google Slides, Canva.com, or you can choose your own platform. Don't forget to add videos, pictures and excerpts from the book to enhance your views.
1. Parts of the text I enjoyed or was moved by ...
2. Parts of the text I found uninteresting...
3. Confusion about the text OR questions I need answered...
4. If I could, I would change the following about the text...
5. Something/s I would like to explore further after reading this text...
6. Does this text remind me of my life? What similarities exist between my life and this text?
7. How is this text different from my life?
8. What have I learned about myself, life or others as a result of reading this text?
9. How does this text relate to the world around me?
10. How is this text different from the things that happen in the real world?
11. How is this text similar to other texts I have read before?
Evaluation
Summative Task: Creative Response
(Adapted from Barillaro, 2019)
You are required to choose one of the following suggestions and respond imaginatively and creatively to it. You may choose to write a written response of your choosing (e.g. editorial, diary entry, feature article), an oral presentation (e.g. monologue, short play, enactment) or a visual reconstruction.
Be sure to demonstrate strong connections with the text, and your response should be an appropriate length (written texts: 600-800 words, oral presentations: 3-5 minutes).
- Create a graphic novel inspired by a powerful section of the text
- Take an event from the text and write a feature article
- Change the power dynamics of the characters in the text
- Create a prologue or introduction to the text
- Create a mock trial to allow one of the characters to defend their behaviour
- Write an editorial on certain key themes raised in the text
- Create a monologue of a character’s inner thoughts and feelings in response to a scenario in the text
- If you have your own idea, please consult your teacher.
You can use this planning document to assist you in planning your response.
Text Connections
Main ideas and themes to explore….
|
Time from the text Will your response be set before, during or after Romulus, My Father? |
Format What format will I use? (e.g. monologue, feature article, graphic design) |
Purpose What is the purpose of my creation? What am I trying to achieve? |
Style and Structure
What specific features will I use to compliment my format and original text scenario?
|
Marking Criteria
Criteria |
Excellent |
Good |
Fair |
Poor |
EN11-1
|
Has developed a highly creative textual response by including and analysing the set text closely, as well as addressing the audience and purpose to a very high level.
|
Has developed a sound creative textual response by including and analysing the set text closely, as well as addressing the audience and purpose to a very high level.
|
Has developed an adequate creative textual response by including and analysing the set text closely, as well as addressing the audience and purpose to a very high level.
|
Has failed to developed a creative textual response by including and analysing the set text closely, as well as addressing the audience and purpose to a very high level.
|
EN11-1 |
A high level of multi-modal integration
|
A sound attempt of multi-modal integration
|
Makes an adequate attempt in integrating multiple modes |
No attempt of multi-modal integration
|
EN11-3 |
Excellent choice and integration of language forms, features and structures which complement the chosen format
|
Well-developed understanding of integration of language forms, features and structures which complement the chosen format
|
An adequate attempt in the integration of language forms, features and structures which complement the chosen format
|
Un underdeveloped understanding and integration of language forms, features and structures which complement the chosen format
|
EN11-3 |
Excellent understanding and integration of stylistic features to create a highly cohesive textual response |
Good understanding and integration of stylistic features to create a highly cohesive textual response |
Adequate understanding and integration of stylistic features to create a highly cohesive textual response |
Poor understanding and integration of stylistic features to create a highly cohesive textual response |
EN11-4 |
Demonstrates a very high ability to adapt and transform texts by changing context, perspective or point of view in an imaginative way
|
Demonstrates a good ability to adapt and transform texts by changing context, perspective or point of view in an imaginative way
|
Demonstrates a mediocre ability to adapt and transform texts by changing context, perspective or point of view in an imaginative way
|
Demonstrates a poor ability to adapt and transform texts by changing context, perspective or point of view in an imaginative way
|
EN11-4 |
Excellent execution of punctuation, syntax, spelling and language features that adhere to the chosen format |
Good execution of punctuation, syntax, spelling and language features that adhere to the chosen format. May be some inaccuracies. |
Adequate execution of punctuation, syntax, spelling and language features that adhere to the chosen format. May be many inaccuracies but does not hinder the overall understanding of the text |
Very low level of punctuation, syntax, spelling and language features that adhere to the chosen format. It may hinder the understanding of the text or parts of the text |
EN11-5 |
Demonstrates a thorough ability to synthesise information and ideas from the text and create a critical and creative response |
Demonstrates a sound ability to synthesise information and ideas from the text and create a critical and creative response |
Demonstrates an adequate ability to synthesise information and ideas from the text and create a critical and creative response. There may be a range of inconsistencies. |
Does not demonstrate an ability to synthesise information and ideas from the text and create a critical and creative response |
EN11-5 |
Compose critical and creative texts that explore increasingly complex ideas in significant depth
|
Compose critical and creative texts that explore increasingly complex ideas
|
Compose critical and creative texts that begin to explore increasingly complex ideas
|
Does not critically compose texts that explore increasingly complex ideas
|
EN11-5 |
Includes a broad range of textual evidence to support response |
Includes a select number of response textual evidence to support |
Begins to include textual evidence to support |
Does not include textual evidence |
EN11-9 |
Engages in planning, drafting and reflection practices to a high level |
Adequately engages in planning and drafting stages and begins to engage with reflection practices |
Begins to engage in planning and drafting stages of writing |
Does not attempt to engage in planning and drafting practices |