Student Unit Overview — Learning Wall
Achievement Standards
What you'll eventually need to do.
Task
To complete this
task, you must
You are to create a 400-500 word written article that discusses the way authors and directors
use different techniques to express the same ideas in the short story
I can read, view and comprehend
stories created to engage audiences
through identification 01
• how ideas. values and points of view
are portrayed
• how texts are influenced by social
and historical contexts
• the aesthetic qualities Of texts
including descriptive language and
figurative language
I can identify how
text structures (orientation,
conclusion, foreshaØwing)
language features
cfaloque)
devices
o figurative devices —
characterisation,
visual features (ünagery,
camera movement)
shape rneaning between a narrative
short stop,' and a filmed short story
can create a written and multirnodal
article for a young audience that
expresses and expands on ideas
about how (Erectors and use
different techniques to portray the
same story with evidence indudng
scene comparison and character
representation
I can adopt:
features
(conversational tone.
convound and complex
sentences)
literary devices (rhetorical
question, juxtaposition)
multimodal features (headline,
images, drop-in quotes, suty
headnqs)
I can read, view and comprehend
stones created to engage audiences
through identification or
• how ideas and points of 'hew are
portrayed
• how texts are influenced by social
contexts
• the aesthetic qualities Of texts
including descriptive language
I can identify how.
• structures
conclusion)
features (vocaWary)
Eterary devices
o devices —
charaderisation.
• visual features (inaggy,
can*ra a*s)
shape rnearütg between a narrative
short and a fine-d short
I can create a written and
multirnodal article for a
audience that expresses and
expands on ideas about how
drectors and authors use cifferent
techniques to portray sarne
stow With evid«tce.
I can adopt:
language
(conversabonal tone,
and convourxi sentences)
(rhetorkal
Westion)
mumrnodal features
irnaqes)
I can read, view and
comprehend stories
created to engage
audiences through
identification of:
• how ideas are portrayed
• how texts are influenced
by contexts
• the aesthetic qualities of
I can identity how text
Structures, language
features includng Merary
devices and visual
features shape
between a narrative short
Storm,' and a short
I can create a written and
multimodal at-tide for a
young audence that
expresses and expands
on ideas evidence.
I can adopt language
features inducing "terary
devices , and
features.
I can read, view
and comprehend
stories created to
engage audiences
th rough
identification Of
• how an is
portrayed
• an aesthetic quality
ot a text
I can identity text
Struct l_res and
language features in
a narrative short
story or a filrned
short story.
I can create a
written article or
multimodal artide
that expresses or
expands on ideas.
I can adopt
language
induding
devices or
multirnodal features.
I can read,
view and
comprehend
stones created
to audiences
through partial
identitication
• some
I can identify
text structures
Or language
I can create a
written or
multimodal
article
I can adopt
language
features
1.
2.
3.
4.
5.
6.
8.
Read the short story, Charlie and the Chocolate Factory by Roald Dahl.
Identify the ideas, values and point Of view in the text.
Identify the social and historical contexts and aesthetic qualities of the text that influence the story.
View the film version of Willy Wonka and the Chocolate Factory.
Identify the visual features in the film version.
Using the scaffolding below, compare how the two different texts express the same story.
Use evidence to express and expand on the idea that author's and directors use different techniques
to express the same idea in a feature article format.
Adopt complementary features for your article, including images, a headline and sub-headings.
THE MEATY PARTS BETW
N FILMS AND BOOKS
The legendary lamb distracts the police officers 'n Lomb to the Slaughter.
'Lamb to the Slaughter' by Roald Dahl is the best short story ever written, period. so expertly
by Muy tint film able to
But
have to use different techmques to capture the same meaning, even they're
The Ideas Behind the Story
First, let'S talk the st(M-y Itself. It Starts like any Story, basic house, basic
Patrick — stm•y's vutim — is described as our Mary "'loved to in
the presence Of, "
descriptive language and vecabulary that Roald Dahl uses to describe the relationship between Mary
Patrick image of a wheæ Mary all of
receives none of it. This description creates tension, wh„1Ch of course foreshadows the dath of Patrick,
drops a bombshell wh.m he leaves pregnant wife
When we at Patrick •s from point of Dahl 's He
values strong relationships and traditional families. because he k' IIS off the character that challenges them,
idea mtkes sense as the Story Was written in 1953. a time When Was Obsessed With traditional
gender
"Society was Obsessed
with traditional
relationships
and gender roles."
The Lamb in Writing
Let •s talk Lbout u spezifK in the novel. One scene Where Dahl utiliseg many Of the techrnques
in his writing is at the end of the story, the twist Having convinced the to dine on
thanks for their work investigating the death Of Patrick, the dim•W1tted VOIice begin loudly talking about
the the
Dahl dumb dm•mg their the dining describing their voices as
'"thick sloppy fun " talk
wealm — æalising eating it — stating that it's right "
3
Formative Assessment — Week 3, Lesson 4
Task Sheet Distributed — Week 5, Lesson 1
Draft Due — Week 6, Lesson 3
Final Due — Week 8, Lesson 3
Literacy Test — Week 9
Assessment Dates
This is Dahl gets in Muy She is
as the Smartest one in the house, as She is actively getting away With nturder in front Of a Of
Mary in gem"g
A Wicked Smile
This scene at the end Of the version is more or less the same, but the directo: utilises a few different
to express dmb in the film
they He as greedy sloppy, mth a of the finished meat
by the their The directM of the
Äder dM-ing a close-up Her at end
thing that story did — she in the
Even though authors and directors might want to express the same message, the two different mediums
it's immült to able to
498 words (Headline, subheadirgs, captions and Drop.in Quote not
An example of the
end result using a
different text.
Refer to the paper version of exemplar. You can find the digital version here:
Answer the following questions below:
How many words are you writing?
How many achievement standards are you being marked on?
What genre of text are you producing?
When is your draft due?
When is this final task due?
What do you think is the purpose of this task?
You now need to deconstruct the exemplar to find evidence of the A criteria being met. Use colour coding or arrows to match up the criteria on the left with the evidence in the exemplar on the right.
After you finish, list the A criteria you haven't found below:
- 498 words
- 2 achievement standards (01 and 04)
- Genre of text: feature article
- Draft due: Week 6, Lesson 3
- Final task due: Week 8, Lesson 3
- The purpose of this task is to analyze and compare how different techniques are used by authors and directors to express the same ideas in a short story and its film adaptation.
Evidence of A criteria being met:
- Analyzing the ideas, values and point of view portrayed in the text
- Identifying social and historical contexts and aesthetic qualities that influence the story
- Identifying and comparing text structures, language features, literary devices and visual features in the text and film
- Expressing and expanding on the idea that authors and directors use different techniques to portray the same story
- Adopting appropriate language features, literary devices, and multimodal features in the article
A criteria not found: None specified.
The exemplar provided is a task for students to create a 400-500 word written article that discusses how authors and directors use different techniques to express the same ideas in a short story and its film adaptation. The task aligns with achievement standards related to understanding and analyzing texts, identifying language and visual features, and creating written and multimodal articles.
To complete the task, students must:
1. Read the short story "Charlie and the Chocolate Factory" by Roald Dahl.
2. Identify the ideas, values, and point of view in the text.
3. Identify the social and historical contexts and aesthetic qualities of the text that influence the story.
4. View the film version of "Willy Wonka and the Chocolate Factory."
5. Identify the visual features in the film version.
6. Use the scaffolding provided to compare how the two different texts express the same story.
7. Use evidence to express and expand on the idea that authors and directors use different techniques to express the same idea in a feature article format.
8. Adopt complementary features for the article, including images, a headline, and sub-headings.
The word count for the article should be between 400-500 words. The task is being marked on multiple achievement standards related to understanding, analyzing, and expressing ideas about texts. The genre of text being produced is a written article. The draft for this task is due in Week 6, Lesson 3, while the final task is due in Week 8, Lesson 3. The purpose of this task is to analyze and compare the techniques used in different mediums (text and film) to express the same story, and then create a feature article that effectively conveys these ideas to a young audience.
After deconstructing the exemplar to find evidence of the A criteria being met, there is no information provided about the specific A criteria that haven't been found.