Pulteney Grammar School - English

Topic: Big Fish Purpose/Mode(s): Text response (written component) + Text Creation (oral component)

Year 8
Timing & Duration: Term Weeks 1 to 6

Stage 1: What are the significant concept(s), related key ideas and focussing unit question(s)
Key Criteria: Knowledge and understanding of the ideas and genres explored in the text. The use of evidence from the text to support key ideas. Knowledge and understanding of how texts are structured and shown to convey a certain response, to a particular audience. The ability to locate, analyse and define. The use of appropriate language, style and formatting.

Students will know Students will know what events in the film actually happened, and what events were tall tales/told to evoke a certain response. Camera techniques, film effects, point of view and the sequence of events in Big Fish impact the way in which we associate and connect with the film and its characters. How to form a basic essay based on the scaffolding provided to them throughout the unit of work, in relation to Big Fish.

Students will understand that Folklore refers to many different things, including beliefs, customs legends, myths, fairytales and tall tales. Tall tales are stories with surreal and unbelievable elements, expressed in a way that makes them sound like true events. Students will develop a sense of understanding about tall tales, including key characteristics of tall tales. The construction of a narrative can impact the way in which we view the text

Students will be able to Understand the difference between a tall tale and a real life event/recount Analyse and understand the structure of the narrative and the impact it has. Identify and analyse the film technique in such a way that allows them to connect these elements Write for a specific purpose an audience Communicate in a way that shows understanding of the film.

Essential questions: What is folklore? What is a tall tale? How can we distinguish a tall tale from a real life event/recount? How is the film structured, and how does this structure impact us? What role does point of view have on the viewer? What role do elements, including music, flashbacks and narration have in the film?

Stage 2: Using Achievement standard(s) to inform Unit Design and assessment

Criteria Receptive:
Listening Reading Viewing

Achievement standard indicators (check the indicators used)

By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.

Productive:
Speaking Writing Creating

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

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Strands and sub-strands:

LANGUAGE
Language variation and change Language for interaction Text structure and organisation Expressing and developing ideas Sound and letter knowledge

LITERATURE
Literature and context Responding to literature Examining literature Creating literature

LITERACY
Texts in context Interacting with others Interpreting, analysing and evaluating Creating texts

Related Content Descriptions

(ACELT1626) Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELY1734) Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the authors point of view. (ACELY1735) Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener. (ACELY1736) Create imaginative, informative and persuasive texts that raise issues, report events, and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate. (ACELY1810) Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students own texts.

General Capabilities
Literacy Students will use literacy to respond to texts and create texts. Numeracy Students will create timelines and help to sequence events in chronological order Students will adhere to word limits during summative assessment. ICT Students will use a range of multimedia throughout unit of work Editing, use of laptop computers Critical and creative thinking Students will have opportunities to think critically and creatively through formative and summative assessment, as well as class activities throughout the unit

Ethical behaviour

Personal and social competence Respect others opinions Work in small and large groups

Intercultural understanding

Cross-curricular priorities: Are embedded in the curriculum and will have a strong but varying presence depending on their relevance
Aboriginal and Torres Strait Islander histories and culture Asia and Australias engagement with Asia Sustainability

Assessment Type and tasks(s):

Pre-assessment: Students will be pre-assessed in the first lesson of the unit. A brainstorm about the notion of Folklore will be conducted. Students will have t he opportunity to share their thoughts, opinions and ideas about Folklore in a brainstorming activity. At th e end of the lesson, ideas will be submitted to the teacher. This will help to know what students currently understand, and what they need to learn. Ongoing/ formative assessment: Students will participate in a range of activities which will be used for ongoing and formative assessment in preparation for the summative assessment tasks. At the end of each week, students will hand up their Big Fish work-booklets for the teacher to review and assess where understanding and knowledge lies at each stage of the unit Performance Task(s): Summative assessment 1: Students will write an essay based on the film Big Fish. Word count: 250 words / 25 lines Students to acknowledge sources and provide a bibliography or reference list Criteria: Your task is to write an essay based on the film Big Fish. You must include examples from the film to help back up the argument you are trying to make. Essay Question: Option A: Choose four quotes from the film that describe the character of Edward Bloom. Argue in four paragraphs how these quotes help to reflect Edward, his characteristic and events that happened throughout his life reflected in the film. Option B: Write about the idea of tall tales reflected in the film Big Fish. William Bloom thought that tall tales were a negative thing. Do you agree with him, or do you think that Edwards telling of tales helped to make his life and legacy happier? Use three to four quotes that help to justify your reasoning for your decision. Option C: Think about the constant reference to the big fish in the film Big Fish. What was the significance of this presence, and what meani ng or purpose do you think it had in the series of events that unfolded from the beginning of the film to the end?

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Summative assessment 2: Students will prepare and present an oral presentation based on the film Big Fish. This will be a creative component, where students will be required to be imaginative and creative. Criteria: Your task is to prepare and present an oral presentation based on the film Big Fish. Part A (Written Component) Tell a story using the same stylistic effects that are used in the film Big Fish. (250 words) You can either: A: Choose one of the tall tales from the film and write a follow on storyline or plot OR B: Choose a story from the movie and recreate it into your own style of writing. Part B (Oral Presentation Component) Include an explanation of the story. Why did you make certain decisions about the events and characters? Where does your story fit into the plot of the film? What is the purpose and reasoning behind it, and did you have a specific target audience in mind? (2-3 minutes) Things you may choose to discuss: Setting; atmosphere; time; place; character development; language choice; structure of story; any other interesting points. Other Evidence of Learning: Feedback: What sort of feedback will students receive? Students will receive feedback at the beginning of every week through their participation in the activities within their Big Fish work-booklets. (Students will submit their work-booklets at the end of each teaching week for the teacher to review and provide feedback. Students will know what they need to work on, and what they are doing well with, in regards to knowledge and understanding. Self-assessment: How will students reect upon and self-assess their learning? Students will partake in peer review of their summative assessment in order to give opinions of suggestions of others work, and receive opinions and suggestions of their own work. Students will be given the opportunity during ongoing assessment to work together to clarify ideas and concepts.

Teaching and Learning

Teaching and Learning Sequence
(add as much detail as possible)
Introduction Activity: Brainstorm: What comes to mind when you hear the word folklore? Spend 10 minutes brainstorming what students believe folklore is. * If students are unsure, give them small hints to prompt ideas. Next, go through folklore information sheet, getting students to read out sections, and engage in a discussion about folklo re, and the categories that fall into folklore. Students will then be told that this unit will focus on one particular aspect of folklore: the tall tale. Activity: What is a tall tale? Prompt a discussion and brainstorm about what a tall tale is. Ask students to think about tall tales they have heard before. Next, the tall tale will be explored in greater depth. Students will read the information sheet about tall tales, and a discussion will take place, clarifying content and discussing ideas. When the class is comfortable with the concept of the tall tale, they will complete an activity which requires them to develop their own tall tale from a newspaper clipping or media article. This will help to distinguish the difference between tall tales vs. reality, which is a central theme in the film Big Fish. During the next phase of the unit, students will watch Big Fish for the first time. A work -sheet divided into two columns: tall tale and reality. This can be filled out during the film, and will require students to watch the film closely, looking out for and establishing what is fact and what is fiction in the plot. When students have completed watching the film, the class will work together to identify and discuss the tall tales found in the film, and the real events that unfolded. This will help to reinforce knowledge about the tall tale, and the fundamental elements that make the tall tale.

Character activity: Together, the class will fill in brief character profiles of the central characters within the film. The character of Edward Bloom will be focused on, because he is the central character of the film, and his character will be central to the focus of the summative written piece. Students will next choose two characters to construct a character profile of. Character profiles can be created in a range of formats, and creativity will be encouraged. This aim of this task is to keep students engaged and thinking about the film, and the characteristics of each certain characters. This activity will be completed individually by all students. The Big Fish character will be explored more closely in the next phase of the unit, where students will be asked to think about its s ignificance in the film. Students will be asked to think of five words, phrases, sentences or quotes that give hints to the significance of the fish on the coloured strips of paper provided in their work-booklet. A discussion about these responses will be conducted after students have completed the task. Hero Activity: We will then focus on Edward Blooms character in the next part of the unit. In particular, we will focus on Edward Bloom and the notion of heroism. The prompt below aims to engage students in thought and discussion. Students will be asked to discuss this issue in their table groups to later share and report back to their class. Many people believe that Edward Bloom is a hero, because he saved all of the people he came across at some point of their lives in the film

Guiding questions for this task include: What is a hero? What qualities does Edward Bloom have to make you consider him a hero? Can he be a hero even though his life is based around tall tales? Do you believe Edward Bloom is a hero? Why/why not?

After a short class discussion about student opinions on the guiding questions, students will form small groups (split table groups into smaller groups two to three students four

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maximum). Each group will be instructed to decide whether or not Edward Bloom is a hero. When they have chosen their stance, each gro up will need to write down five reasons to justify their decision. These will be shared as a class, and a vote will take place to determine whether or not Edward Bloom is a hero. This activity will help students to begin writing persuasively, in preparation for the essay summative assessment piece. During the next phase of the unit, students will re-watch the film, to help clarify ideas and take notes of interesting points. Students will be asked during this viewing of the film to take notes of important events, quotes, settings or themes that occur in chronological order. When the film is complete, the class will work together to create a timeline of the film, including the key events in chronological order. Student notes will help to create the timeline each student will share at least one idea to add to the timeline. This activity will help students when completing their summative assessment pieces. Next, students will complete a series of comprehension questions about the film individually. The questions will focus on personal opinion and student ideas about the film, including giving possible ideas about the authors intentions for audience response, and possible morals or messages within the plot. These questions will be formative assessment. The next phase of the unit will move on to summative assessment, where students will prepare and present a creative oral presentation and an essay in response to the film. Scaffolding will occur for both tasks, and a guide to essay writing tailored to the task will be provided to students to assist them when completing their written pieces.

Potential Differentiation (consult with G&T teacher)

The written assessment will be differentiated by student interest and learning profile. Students will have several options to choose from to suit their own learning needs.

Related School Resources

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