CourseLover
$10/per page/Negotiable
English Task- Book and Film Study
Curious Incident of the dog in the night time (Book)
Slumdog Millionaire (Film)
20150427074019english_task__book_and_film_study_tasks_and_essasys.doc
SEND PART 1: Create your own mind map
Create your mind map! Try to include the following key points in your drawing and then branch off any random thoughts that come into your head. Try starting off with the symbol of Wellington in the middle of the page or another symbol of significance from the novel.
Your mind map must include:
• References to at least three characters.
• At least four major ideas (themes) found in the novel.
• Branching off these main ideas will be references to significant incidents from the novel and what the writer did to make these events meaningful for the reader. In other words, what did Mark Haddon do with language (words) to convey what these happenings meant and how important they were?
• With each piece of information on the mind map, include a direct quote and a short explanation of what the quote demonstrates.
• The mind map should also reveal what aspects (parts) of the text make it distinctive or unique (stand out from other novels).
• The mind map must include visuals to clarify meaning (font size, colour coding, symbols, and other visuals).
Examining the topic
Your first graded task will be prepared this week.You will be writing an extended text response which asks you to discuss a key aspect of the text.
A draft of your extended response will be submitted for teacher feedback in Week 5. You will then revise and edit your draft after receiving your teacher’s feedback and submit a polished copy for assessment in Week 6.
Here are the steps involved in preparing this graded task for assessment:
1. Working out what the topic is asking you
2. Exploring how you feel about the information in the topic and jotting down some thoughts to help you clarify whether you agree or disagree
3. Creating a plan using the TEEL structure
4. Writing a draft of your extended response and submitting it to your teacher for feedback
5. Receiving feedback from your teacher and using this to revise and edit your writing
6. Submitting your final polished piece of writing to your teacher for assessment
Let’s examine the first two.
Dissecting the topic
We will examine the essay question on which you’ll be writing. We will then explore how to identify the key ideas within it, and how to clarify your thoughts about the topic.
Here is the essay topic:
“Christopher believes in obeying rules and always telling the truth. Sometimes this is a help and sometimes this is a hindrance.”
Do you agree?
What is the topic saying and what is it asking us to do? In order to understand this we need to closely read both parts of the topic – the quote and the question – and work out what each part of the topic is telling us.
The quote has two parts; two sentences which convey information about Christopher and about a key theme in the text.
The first of these is a fact:
Christopher believes in obeying rules and always telling the truth.
For the most part, we can’t do anything but accept this, because he does indeed believe in obeying rules and telling the truth, and holds others to this standard. What we can say is that Christopher will also tell as much of the truth as will serve his purpose…remember his conversation with his father about Mr Shears, and the reply he gave to his father in chapter 79? This shows us that Christopher obeys the rules and tells the truth but willsometimes try a different strategy in order to get what he wants. What, for example, is his stance on ‘white lies’?
The second statement provides an opportunity for you to form an opinion:
Sometimes this is a help and sometimes this is a hindrance.
Here, we need to make sure we understand the vocabulary in the statement. While we know what ‘help’ implies, what is a ‘hindrance’? This is where using a dictionary to check definitions, such as http://www.dictionary.reference.com/, can be useful.
If we check this site we learn that a hindrance is something which obstructs, blocks, stops or impedes our ability to act or achieve.
Do Christopher’s beliefs about rules and truth extend to other people? When people do obey the rules and tell the truth Christopher feels secure. When they do not, he feels confused and needs to use the coping strategies. There are many examples of this throughout the text.
For example, Christopher discovers certain things, and these might seem to be both a help and a hindrance:
Help Hindrance
Truth about his mother Has the book taken away
What happened to Wellington His relationship with his dad starts to fracture
Now that we have this information, we can start thinking about writing the topic in a way that uses our own language and vocabulary – we can rewrite it and check our understanding. It might look like this:
Christopher always obeys rules and tells the truth. This behaviour has consequences. Sometimes it helps him to achieve what he would like to,but sometimes it provides a bit of a challenge for him.
Once we have done that, we can start thinking about how we will respond to the topic:
Working out how you feel about the topic
The final part of the topic is the actual question to which you’ll respond. In this case it is:
Do you agree?
Sometimes, using a diagram or flowchart may help to sort out how you are feeling about the topic. Once you have done this, you will be able to structure a response which conveys your unique feelings about the topic and the text. This diagram might be helpful to you at this stage of the process:
It might then be helpful to write out a brief statement containing the information in the diagram. This will help you clarify your thoughts and work out which textual evidence you might use in your essay.
Remember, the steps to prepare for an extended text response include:
1. Working out what the topic is asking you
2. Exploring how you feel about the information in the topic and jotting down some thoughts to help you clarify whether you agree or disagree
3. Creating a plan using the TEEL structure
4. Writing a draft of your extended response and submitting it to your teacher for feedback
5. Receiving feedback from your teacher and using this to revise and edit your writing
6. Submitting your final polished piece of writing to your teacher for assessment
Before we move onto looking at the TEEL extended response structure which is step 3 in the list above, let’s take a look at some visual representations of the elements you will need to remember.
‘Writing an essay’ diagrams
To help you think about the process you will need to undertake before and during your writing we have decided to include some diagrams about essay writing. You may find them useful.
They are visual representations of things you need to remember.
These may inspire you to create your own diagrams that relate more directly to the way you approach essay writing process. Remember, there are always key and essential elements, as shown below.
The ‘TEEL’ paragraph planning structure
All extended responses contain an introduction, a main body and a conclusion. The TEEL structure is very useful because it helps you to order the information you wish to include in each paragraph of the body of your extended response.
TEEL stands for:
T Topic sentence – what is the main point of your paragraph about?
E Explore / Explain – provide more information about the point you wish to make
E Evidence – provide evidence from the text to support your point
L Link – link your paragraph back to the topic
Using the TEEL structure to plan and write the body paragraphs within your extended response will help you to keep your writing focused on the topic. It will help you avoid certain traps, such as retelling the story; going off on a tangent; including personal information or writing about another theme of the text altogether.
It is highly recommended that you use the TEEL structure to plan your extended written pieces.
You can see from the sample essay planning document on the next page that the introduction and conclusion of your essay also have particular requirements.
The TEEL structure resource
Structure Content Your Plan: Use this section to plan your response step-by-step
Introduction
(paragraph 1) Introduce the title of the text and the full name of the author in the first sentence
Include very brief background information on the text
Address the topic and outline the main points that you will use to support your opinion on the topic
Body
(Paragraphs 2, 3 and 4)
T
E
E
L Include 3-4 paragraphs in the body of your essay. Aim to develop a complex discussion in response to the topic.
Topic sentence: state one of your points/arguments in support of your opinion on the topic.
Explore/Explain: Develop your ideas by explaining it in some detail
Evidence: Include relevant events and quotations from the text to help support your ideas and explanations. (This section needs to be integrated effectively.)
Link: Finish your paragraph by linking your discussion back to the essay topic. (State this in a different way for each paragraph.)
Conclusion (Paragraph 5) Restate your opinion on the topic clearly and include your philosophical perspective
Summarise your main points
Make a final statement on the text that your reader will remember
Now it is time for you to revisit steps 1-3 from p5.9 and complete step 4.
Remember to contact your teacher at any stage if you would like to discuss how you have approached the essay topic.
On the next page is the assessment rubric for this task. Take some time to read over it before and during the planning and drafting stages of the graded task.
Outcome 1: Reading and Responding
Task 1: Presentation of an extended text response (written)
Criteria VERY HIGH (4) HIGH (3) MEDIUM (2) LOW (1) SCORE
Demonstrate an understanding of the ideas, characters and themes constructed by the author Deep and complex understanding of the ideas, characters and themes constructed by the author and presented in the set text. Strong understanding of the ideas, characters and themes constructed by the author and presented in the set text. Good understanding of the ideas, characters and themes constructed by the author and presented in the set text. Limited understanding of the ideas, characters and themes constructed by the author and presented in the set text.
Demonstrate an understanding of the structures, features and conventions used by authors to construct meaning in relation to the development of character, ideas and themes of narrative texts Deep knowledge and high level of understanding of the structures, features and conventions used by the author to construct meaning in relation to characters, ideas and themes. Strong knowledge and level of understanding of the structures, features and conventions used by the author to construct meaning in relation to characters, ideas and themes. Good knowledge and high level of understanding of the structures, features and conventions used by the author to construct meaning in relation to characters, ideas and themes. Limited knowledge and level of understanding of the structures, features and conventions used by the author to construct meaning in relation to characters, ideas and themes.
Draw on ideas and/arguments within texts All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the writer's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the writer's position. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the writer's position. Evidence and examples are NOT relevant AND/OR are not explained.
Select and shape information, ideas and arguments appropriate to the chosen form, audience, purpose and context Clear evidence of thorough planning to construct a response demonstrated through journal tasks, mind mapping, online planning and drafting. Strong evidence of planning to construct a response demonstrated through journal tasks, mind mapping, online planning and drafting. Some evidence of planning to construct a response demonstrated through journal tasks or mind mapping, online planning and/ or drafting. Little evidence of planning to construct a response demonstrated through journal tasks, mind mapping, online planning or drafting.
Use the conventions of spelling, punctuation and syntax of Standard Australian English The writer makes no errors in grammar or spelling which distract the reader from the content.
All sentences are well-constructed with varied structure. The writer makes 1-2 errors in grammar or spelling which distract the reader from the content. Most sentences are well-constructed and there is some varied sentence structure in the essay. Writer makes 3-4 errors in grammar or spelling which distract the reader from the content
Most sentences are well constructed, but there is no variation is structure. Writer makes more than 4 errors in grammar or spelling which distract the reader from the content
Most sentences are not well-constructed or varied.
SEND PART2 A: Plan and write your essay
The final copy of this graded task is due in Week 6. Write a draft and send it to your teacher during week 5.
Make sure you carefully read through and use the notes and TEEL structure resource on pages 5.9 – 5.12, and that you read through the assessment rubric on page 5.13 to make sure you are familiar with the assessment criteria for this task.
Your essay plan and first draft
Carefully develop a plan and write the first draft of your response to the following topic for The Curious Incident of the Dog in the Night-Time. Send it to your teacher.
You must write at least 800 words in response to the topic.
You must complete and send in your plan, using the TEEL structure explored in this week’s notes.
“Christopher believes in obeying rules and always telling the truth. Sometimes this is a help and sometimes this is a hindrance.”
Do you agree?
SEND PART2 B: the final copy of your extended text response
This week you will be sending the final copy of the first graded task, an extended text response on either The Curious Incident Of The Dog In The Night Time or The Ink Bridge.
As a reminder, here is the list of steps involved in planning and drafting an extended response which we discussed in Week 5:
7. Working out what the topic is asking you
8. Exploring how you feel about the information in the topic and jotting down some thoughts to help you clarify whether you agree or disagree
9. Creating a plan using the TEEL structure
10. Writing a draft of your extended response and submitting it to your teacher for feedback
11. Receiving feedback from your teacher and using this to revise and edit your writing
12. Submitting your final polished piece of writing to your teacher for assessment
You will have already received feedback about your draft from your teacher.
This week, you will be completing Step 6.
We have also included the assessment rubric on the following page for you to look over as you prepare your piece of writing for submission.
SEND PART 3 SLUMDOG MILLIONARE: Selected Scene Questions task (Pick 4)
Select four (4) significant scenes in the story from the list below. Watch the relevant scenes again then write full sentence answers for each of the following questions for each scene:
a) Screen-shot number and title
1. Note the screen-shot number and the title provided in the course notes.
b) Who and what
1. Explain who is shown in the scene.
2. Briefly describe what is happening in the scene.
c) Changes
1. What challenges or changes are involved for each character shown?
2. Is the change or challenge the result of a decision made by the character or does it represent forces beyond their control?
3. Do you think the characters involved would look back on it as a positive or negative change?(Make sure you explain why.)
d) Significant messages
1. What does the scene show us about the characters / events / storyline and coping (or not coping) with change? (Two sentences)
1 Police chase
Add DVD times here
2 Latrine Jump
3 Hindu attack
4 Question about Rama
5 “Punnoose, I think you’ve found our dog”
6 Train thieves caught in the act
7 “How did you find me?”
8 “Hello again I never forget a face”
9 “Let’s not be foolish Salim”
10 “The man with the Colt 45 says ‘Shut up’
11 “I am looking for Javed”
12 Latika says “Forget Me!”
13 “Maybe it is written”
14 Ironic “Ten Million Rupee” dance
15 “He’s a cheat”
16“After what I have done, please forgive me”
17 “Aramis is, I have to tell you, the right answer!”
Using Language to Persuade
Read the following article and complete the language technique task which follows it. The article appeared in the Fairfax press during the controversy about the number of advertisements for gambling which were being broadcast during sporting events.
All Men are Liars 2013 Sam de Brito
Tom Waterhouse is a grub. He wants your rent money, your savings, and he seemingly doesn't give a damn if he tears apart your life and family in the process.
I'm tired of reading ''Tom Waterhouse is a nice, polite, well-dressed fellow'', and that objections to TV-sports betting can be separated from any personal attack on the bookmaker. You are what you do, and he's chosen to be the smiling face of this plague. The way he and his ilk make money offends decency, it threatens people around me, it's as personal as it gets.
He's a grinning leech whose advertising doesn't even question the morality of what he's doing. He's ''born to it''. He wants us to ''get skin in the game''. To invest in the outcome.To hurt.
The perniciousness of his business model is not up for argument. It's dishonest, immoral and obscene to even try to defend the normalisation of the gambling that Waterhouse and his competitors are pushing during family viewing time across Australia.
There are up to 500,000 problem gamblers in this country, affecting up to 5 million family members and friends. ''Children with parents who are problem gamblers are up to 10 times more likely to become problem gamblers themselves,'' the government's problem-gambling website says.
The debate about the ''possible harm'' of TV-sports betting is akin to Big Tobacco saying cigarettes relax cancer patients while they're getting chemo. Cigarette smoking is a filthy, hazardous habit that will probably kill you, and most of us now shake our heads that corporations attempted to defend the practice as harmless.
One day we'll be saying the same thing about gambling - in particular, TV-sports betting.
I'm not a gambler but I don't begrudge anyone the opportunity to have a punt, just as I don't begrudge anyone wanting to smoke cigarettes. However, if I'm sitting somewhere with my daughter and you choose to light up next to me, I'll move my child away.
Kids cannot make informed choices, and the children of Australia are denied any semblance of choice when it comes to TV-sports gambling.
Their parents cannot ''move them away'' during mainstream sports coverage.
A hazardous adult habit is being forced upon our children, and it should be met with the same contempt and fury we would express if there were packets of Wiggles Winfield Blue. We don't need a debate about the merits of TV-sports gambling, an inquiry or even tighter regulations. We need to ban it. Now.
Source: http://www.smh.com.au/executive-style/culture/blog/all-men-are-liars March 2013
Language choices designed to add weight
The following table is a list of some selected techniques from the Persuasive Language Appendix. These are some of the techniques used in the article.
Technique Examples Possible intended effects
attack
Means of criticising an individual or idea Her comments are little more that adolescent gibberish. (Ridicule, mudslinging)
Teachers must be held accountable for students’ appalling literacy levels. • to belittle an opponent’s arguments or actions and may lend weight to those of the writer
• to create disparagement of subject with the intent of swaying the audience’s opinion
connotative language
Language that evokes an idea or feeling, either positive or negative The children were slaughtered as they slept.
Her reckless behaviour was questioned.
The ANZAC legend • to encourage (either subtly or overtly) the audience to acceptance a particular implication
• to persuade audience to accept a particular viewpoint of a person or event
inclusive language
The effective use of ‘us’ and ‘we’ and ‘our’ to include the reader
We all have a role to play.
What we need to do is…
It is up to us to ensure that our children are… • to create a sense of solidarity
• to encourage a sense of responsibility
exclusive language
• ‘them’ and ‘they’ to exclude
• ‘he’ or ‘she’ or even ‘you’ (only when used as part of an accusation or attack) They bring their problems to Australia.
They have no right to..
He wants you believe.. • to make the reader see the target as separate and not belonging
• to target or accuse particular groups
contrasting use of inclusive and exclusive language
• Sometimes inclusive and exclusive language are used to contrast the difference between a group or individual and the rest of society It is up to us to solve the problem they have created. • to create an ‘us and them’ mentality.
• to add weight to an attack or criticism by making it much clearer who the outsiders are
alliteration and assonance
Repetition of initial consonants and repetition of vowel sounds Sydney’s slippery side
The elite meet-and-greet • to add emphasis, and reinforce meaning
• to draws attention to key words or ideas
• to elicit emotive response
• to make an idea memorable
SEND Task 2: Identify and explain the techniques
Match the techniques task
Use the table above to match the examples of persuasive language from the article withthe appropriate technique. Where you see ** you need to add words to complete the sentence or paragraph.
Techniques used:
Attack Connotative Language Inclusive Language
Exclusive Language Alliteration
Example Technique and intended effect on the reader
grub
dishonest
grinning leech The use of the words 'grub', 'dishonest' and 'grinning leech' are examples of ** **. They strongly reinforce a ** view of Tom Waterhouse. They are being used as part of an** upon Waterhouse’s character.
Try doing this one first then look at the sample answer on page 7.11 to see how well you have understood the task.
Hazardous habit This is an example of **
It is intended to add emphasis, by drawing attention to key the idea that risk is involved here.
Plague
filthy, de Brito uses ** ** extensively in his article. Describing Tom Waterhouse’s advertising as a ‘plague’ and even comparing gambling with the ‘filthy’ habit of smoking. His intent here is quite clear. As part of the negative view he wants the reader to take of he wants the reader to associate advertising of gambling with…**
Wedon’t need a debateWe need to ban it. De Brito uses **
It is designed to**
The way he and his ilk make money De Brito also uses exclusive language as part of his attack on Tom Waterhouse. He even uses the phrase: “he and his ilk” when writing about him. The contrast with the use of**
language is intended to**
Summary of the task
The key idea in this task is to help you establish a better understanding of the type of language it is appropriate to use in an analysis of an article. For a “Language Analysis” task you must:
• Analyse the author's use of language in presenting the argument
• Avoid lengthy discussion of the topic or argument
• Give a only brief summary of the topic because this is not the focus of a language analysis task.
• Remain impartial and neutral at all times. Analysis requires a range of specific skills. Your ability to impartially describe the use of language is what counts.
Grub
dishonest
grinning leech These use of words like: "grub", "dishonest" and "grinning leech" are examples of the use of loaded language. They strongly re-enforce a negative view of Tom Waterhouse. They are being used as part of an attack upon Waterhouse’s character.
Tone and contention
There two other key components of a Language Analysis task:
• Identifying the contention of the article
• Identifying the tone of the article
PART 4
SEND What is the movie saying?
What do you think the movie says about this?
The idea that what happens to us can sometimes 'be written'(answer D) is a key question the movie is asking the audience to consider. How you answer to this question in the journal tasks below, will depend on several things. Before you write an answer you must complete the following preliminary questions.
1. Preliminary questions:
A. How important is 'luck' (answer B) in providing Jamal with the experiences which help him with his answers?
B. At one stage Salim says “Your destiny is in your hands brother”. Which of Jamal's own decisions and actions do you think are most important in creating the pathway of his life?
C. How important areJamal's natural intelligence, memory and ability to working out what the answers should be? (Answer C)
D. It is a movie not real life, so it IS following a script – one set out by the screen writer and followed by the director and the actors. The movie does have a happy ending. What do you think the movie is trying to say through this?Is it saying:
i) "Life can be just like this"
ii) "Wouldn't be great if life really was like this movie?"
iii) Something else, give your own opinion.
Journal Task 1 What is your view?
In Slumdog Millionaire Jamal gives the correct answer to the 20 million rupee question. This is because:
A. He is cheating
B. He is lucky
C. He is a genius
D. It is written
What is your view? Write a paragraph (100-200 words)outlining your view and your reasons for your decision on the question and give your reasons for your decision.
What are the messages about moneyin the film?
For the last question, Jamal decides to guess the answer. He could have simply taken the 10 million rupees and walked away. He smiles and Prem (the host of the show) assumes Jamal is smiling because he knows the answer. Jamal does not really know the answer. Why isn't he worried or nervous? Could it be that it is not really about the money? He looks happy as he decides to play and is happy to guess despite the fact that there is a chance he will lose 10 million rupees if he is wrong.
What is the film suggesting about money? Why does he appear happy? Could it be that the major message of the film is reflecting a very philosophical view about the connection between money and happiness?
Turning to philosophy to expand our ideas
To answer this question we will look at what one important philosopher has to say about money and happiness. The philosopher's name is Epicurus and he lived in ancient Greece between 341 BC – 270 BC, about 2,400 years ago. The things he said about life happiness, and pleasure, and money are just as relevant today as theywere then.
Epicurus is also famous for what he said about pleasure and enjoying life. He said that we should not feel guilty about enjoying life's pleasures. He believed we can all be happy but we tend to look in the wrong places for happiness. He said that it is easy to imagine that money can solve everything but suggests that this is not true. Epicurus believed that finding happiness can be tricky. At the heart of his philosophy is the idea that we are not good at knowing what will make us happy. What we want is not what we need. Luckily for anyone without much money however, the key ingredients for happiness do not cost very much.
SEND Watch an episode of ‘A guide to happiness’
According to Epicurus the there are three simple ingredients for a happy life. There is a short television program about the Greek philosopher Epicurus from a television series called “Philosophy: A guide to happiness” It can be found at the following the link:
http://www.youtube.com/watch?v=irornIAQzQY(It is also readily available on You Tube with multiple postings listed for the same episode)
After watching the video and reading the section above, answer the following questions:
1. What did Epicurus say about where humans tend to look for happiness?
2. What did he say is the first ingredient for happiness?
3. Why wouldn’t you find Epicurus dining alone? What did he recommend?
4. Epicurus said the second ingredient for happiness is freedom. To find this,he and his friends left Athens altogether. List the three phrases that are used to describe what they meant by freedom.
5. Describe briefly how they felt about their life away from Athens.
6. Explain what Epicurus meant by the third ingredient “an analysed life”, what did he say we should do?
7. The graph below is explained in the video and summarises what Epicurus has to say about having money and our levels of happiness.
a. What does he say about our ability to be happy if you have friends, freedom and an analysed life?
b. What difference does he say accumulating more money after we have these will make?
c. What does he say is likely to happen to our level of happiness if we have loads of money but none of the three elements he says are the keys to happiness?
8. Towards the end of the video Alain de Botton has an advertisement put up in a shopping centre. It is a symbol of a big expensive house and an expensive car in the driveway. In the top right hand corner there is an asterisk (*) linking it to a small message at the bottom of the image. What is the message and what is it trying to communicate about the wealth?
9. Make a sign or poster of your own about wealth and happiness and how you see the relationship between the two.
Journal Task 2: What is your view?
In your Journal of ideas write answers to the following questions:
1) If you think back over Slumdog Millionaire, do you think that Jamal would agree with Epicurus?
2) What are your views about this? How important are the three elements Epicurus mentions in your ideas about achieving happiness?
PART 5
SEND Creative writing for your folio
Submit a piece of creative writing in which one of the minor or one of the major characters reflects on their life as well as looking back on the events from 2006 when Jamal appeared on Who Wants to Be a Millionaire.
Your writing must allow your character to make some comments and observations which are relevant to the idea that: "Learning to cope well with change requires us to work out what is really important to us"
You must also make sure that your piece of writing usesas many of the key elements on page 9.6 as possible.
500 to 700 words.