Stage 2 English Pathways Using Text Analysis to engage students in Stage 2 English Pathways

School-based Assessment (70%) Assessment Type 1: Text Analysis (30%) three or four responses at least one oral (maximum of 5 minutes), or multimodal form of equivalent length at least one written (maximum of 800 words)

Assessment Type 1: Text Analysis (30%) Texts should be chosen from at least two of the following three text types: an extended prose, verse, or electronic text (e.g. a novel, a graphic novel, a short story collection, an instructional manual, a biography) a visual or media text (e.g. a display advertisement, a web page, a film, a documentary, a training text) a creative/aesthetic text (e.g. poetry, song lyrics, a dramatic performance).

Assessment Type 1: Text Analysis (30%) The texts should achieve at least two of the following purposes: To entertain or engage a reader or listener (e.g. an imaginative or informational narrative text) To persuade or communicate a point of view (e.g. an editorial, a blog, a documentary, etc.) To communicate observations or information (e.g. a report, a review, a web page, a recount, a television news report or a documentary, etc.)

Assessment Type 1: Text Analysis (30%) Responses to texts could include: an oral presentation with visual images a creative response such as a first-person narrative a review of a film or print text an essay a website a monologue

Assessment Type 1: Text Analysis (30%) Students provide evidence of their learning in Text Analysis according to the following assessment design criteria: knowledge and understanding analysis application communication

S2 English Pathways Assessment Plan: Do You Want to Know More? Term Assessment components / texts SUMMATIVE TASKS Weightings 1 Text Production #1: To communicate observations or information 8% Text Analysis #1: Trash (novel) Creative response 6% Text Analysis #2: Slumdog Millionaire (feature film P1) Analytical essay 2 Text Production #2: oral To entertain or engage a reader or listener 10% Text Production #3: various To persuade or communicate a point of view Text Analysis #3: Waltz with Bashir (feature film P3)   3 Text Analysis #4: Starship Troopers (feature film P1) Three short reviews promoting alternate ‘readings’ Text Production #4: parody 12% SCHOOL ASSESSMENT Sub-total 70% 4 EXTERNAL ASSESSMENT Language Study 30% 100%

Trash (novel P1) A ‘global issues’ novel for adolescent s grafted onto a revenge / heist adventure story

Trash (novel P1) You Tube footage – Author interviews Documentaries on Manilla’s Smoky Mountain and the orphanage upon which Mulligan based his novel

Trash (novel P1) Task foci – exploring characterisation, themes, & narrative POV through: Creative retelling Interrogating the text

Trash (novel P1) Linked text: Waste Land – documentary about Brazilian artist Vik Muniz’s work with the catadores or recycling pickers of the world’s largest dumpsite, Jardim Gramacho Tiaõ is the young, charismatic President of ACAMJG (the Association of Recycling Pickers of Jardim Gramacho), a co-operative to improve the lives of his fellow catadores. Inspired by the political texts he found in the waste, Tiaõ had to convince his co-workers that organizing could make a difference. Tiaõ has been picking since he was 11 years old.

Slumdog Millionaire (feature film P1) Post-colonial rags-to-riches romance as Bollywood riff

Slumdog Millionaire (feature film P1) Task focus – exploring film techniques in a thematic context through the detailed reading of a scene Oral presentation

Slumdog Millionaire (feature film P1)

Slumdog Millionaire (feature film P1) But just how ‘innovative’ is the film? “Despite Slumdog Millionaire’s numerous flashbacks and its Indian characters, setting, and story depicting a young man’s struggles with dire poverty, Hindu nationalism, and Mumbai globalization, the film’s overall narrative structure adheres to the classical storytelling practices of Hollywood cinema during the Studio Era and afterward.” www.pearsonhighered.com

Waltz with Bashir (feature film P3) An animated war documentary as psychic quest into national traumas

Waltz with Bashir (feature film P3) Task focus – exploring themes & film techniques through the analytical discussion of a scene DVD commentary

Waltz with Bashir (feature film P3) Teaching tools – Film Education study guide H.O. on how to speak in a DVD commentary ‘Quality’ DVD commentaries as models. e.g.: Expert critics (Once Upon a Time in the West 30th an.ed. DVD w. Christopher Frayling, Bertolucci, etc.) Author (The Soloist – Joe Wright)

Waltz with Bashir (feature film P3)

Waltz with Bashir (feature film P3)

Waltz with Bashir (feature film P3)

STARSHIP TROOPERS (feature film P3) A multivalent text masquerading as a Sci-Fi action war film which divided audiences and critics

STARSHIP TROOPERS (feature film P3) “… directed by Paul Verhoeven, a Dutchman who often films violent Sci-Fi films, including Robocop and Total Recall. His … small number of thrillers [..] have been condemned as being sexist, verging on misogynistic, such as Showgirls and Basic Instinct.” Leith Daniel

Starship Trooper’s place in The Story of Film

STARSHIP TROOPERS (feature film P3) Teaching tools – Leith Daniel’s intro/leading Qs + study guide Still photos worksheet Alt. readings worksheet Essay on its cultural critique of American society, media and propaganda

STARSHIP TROOPERS (feature film P3) Task focus – exploring multiple interpretations of a text via audience & context Film reviews Model response to Pirates of the Caribbean Student responses

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