purposes and effects EN12-8 explains and assesses cultural assumptions in texts and their effects on meaning Students: analyse literary texts created by and about a diverse range of Australian people, including Aboriginal and/or Torres Strait Islander Peoples and people with Asian heritage, and assess the different ways these texts represent people, places and issues analyse and assess cultural assumptions in including texts by and about Aboriginal and/or Torres Strait Islander Peoples and people with Asian heritage EN12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner Students: use critical and constructive feedback from others to improve learning, including their composing and responding assess the strengths and weaknesses of their own compositional style and improve compositions as a unfamiliar concepts. For example: I don’t know what happened in Saigon that caused bloodshed. I need to look up what ‘rickshaws’ are. Who is ‘Wordsworth’? What does ‘diaspora’ and ‘cerulean’ mean? What is a ‘halcyon-time’? Questioning: Generating questions about the text at a literal, inferential and evaluative level. For example: Was the mother a factory worker? Why do I think this? I wonder why the line ‘I know now, as I did in my childhood wonder’ is repeated four times in the poem. Do you think the mother’s grey hair has a symbolic meaning? The lines and stanzas are all different in length. What impact does this have? I wonder if the flowers and vegetation mentioned throughout the poem are connected? Could the ‘growing inside’ reference to a womb in the last line, connect with the garden imagery earlier? I am wondering how the mother actually feels about her past. Do you think she feels … or … ? Summarising: Identifying and summarising the meaning of the text at line/sentence, stanza/paragraph and whole poem/text level. For example: The keywords that capture the meaning of the poem are … Pham wants us to consider … The three main ideas I can identify in the poem are … I think the poem is about motives of refugees and why they flee their homelands. I think this because … It is clear that dispersion from the homeland due to war creates painful memories. The mother has difficulty sharing this with her son evident in … The poem focuses on hopes and aspirations as seen by Pham’s use of … The mother is a symbol for connecting the present/future with the
considered and detailed information, ideas and arguments Students: appreciate the value of thinking about texts in different ways analyse how the contexts of composers (authors, poets, playwrights, directors, designers and so on) or responders (readers, listeners, viewers, an audience and so on) influence their perspectives and ideas EN12-8 explains and assesses cultural assumptions in and their effects on meaning Students: identify and question cultural assumptions and values in their own texts and in their responses to the texts of others assess different perspectives, attitudes and values represented in texts by analysing the use of voice and point of view analyse literary created by and about a diverse range of Australian people, including Aboriginal and/or Torres Strait Islander Peoples and people with Asian heritage, and assess the different ways these texts As students become more familiar with the poem, they will need to reflect on why Savige dedicated the poem to Watson. Analysis of the poem In this poem, Savige explores the notion of national and cultural identity by placing familiar Australian motifs in a faraway and foreign setting. Students identify and explain the places, objects and people that are connected with two places in the poem – Australia and Italy (non-Australian). For each quote, they collect a picture/image that represents it. This may be symbolic of what the image infers. For example: Students work through annotating the poem and consider areas such as: Imagery What images are created and how? Examples of sensory imagery and effect. Which sense is the strongest in the poem? What is the effect of combining and contrasting Australian and Italian local motifs of places, people and objects? Voice Whose voice(s) do we hear? How are the different voices created? Consider the use of questioning, descriptive language, and change from third to first person. What is the effect of the first-person reflection in the final stanza? How you describe the tone and attitude of the poet’s voice in the poem? Is there guilt? Regret? Vulnerability? Literary devices Consider the use of figurative language in ‘A drone as deep as Transnational Literature review: