Curriculum for First person narrative in That Eye, the Sky

In this course, we model key passages in the opening chapter of Tim Winton's novel, That Eye, the Sky. In this chapter, the narrator watches his father drive to work and then waits for him to return, becoming increasingly afraid that something bad has happened. This course explores key features of first person narrative including limited point of view, internal commentary, and the blending of physical description with emotion and belief. Each lesson models a passage from the chapter, sketching an overall story arc. The language devices are relatively sophisticated, so this course would suit a young adult audience (grades 10-12) or older.

Australia

Australian National Curriculum F-10

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

Understand that authors innovate with text structures and language for specific purposes and effects

Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes

ACELT1814

Year 10

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

ACELT1815

Year 10

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience

Australian National Curriculum Senior Secondary

ACEEN004

Year 11 Year 12

Examine similarities and differences between imaginative, persuasive and interpretive texts including explaining the ways language features, text structures and conventions communicate ideas and points of view

ACEEN005

Year 11 Year 12

Examine similarities and differences between imaginative, persuasive and interpretive texts including explaining the ways text structures, language features and stylistic choices are used in different types of texts

ACEEN006

Year 11 Year 12

Examine similarities and differences between imaginative, persuasive and interpretive texts including analysing how vocabulary, idiom and rhetoric are used for different purposes and contexts

ACEEN007

Year 11 Year 12

Examine similarities and differences between imaginative, persuasive and interpretive texts including evaluating the impact of description and imagery, including figurative language, and still and moving images in digital and multimodal texts.

ACEEN017

Year 11 Year 12

Create a range of texts using accurate spelling, punctuation, syntax and metalanguage.

ACEEN032

Year 11 Year 12

Create a range of texts using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences

ACEEN033

Year 11 Year 12

Create a range of texts experimenting with text structures, language features and multimodal devices

ACEEN034

Year 11 Year 12

Create a range of texts developing and sustaining voice, tone and style

ACEEN037

Year 11 Year 12

Create a range of texts using accurate spelling, punctuation, syntax and metalanguage

ACEEN044

Year 11 Year 12

Compare and contrast distinctive features of genres by analysing the techniques and conventions used in different genres, mediums and modes

ACEEN045

Year 11 Year 12

Compare and contrast distinctive features of genres by considering how the conventions of genres can be challenged, manipulated or parodied

ACEEN050

Year 11 Year 12

Create a range of texts transforming and adapting texts for different purposes, contexts and audiences

ACEEN051

Year 11 Year 12

Create a range of texts making innovative and imaginative use of language features

ACEEN052

Year 11 Year 12

Create a range of texts using and experimenting with text structures and language features related to specific genres for particular effects

ACEEN059

Year 11 Year 12

Reflect on their own and others’ texts by comparing and evaluating the impact of language conventions used in a variety of texts and genres

ACEEN064

Year 11 Year 12

Evaluate different perspectives, attitudes and values represented in texts by analysing the use of voice and point of view such as in feature articles, reporting of current events or narration

ACEEN069

Year 11 Year 12

Create a range of texts using appropriate language and stylistic features to sustain a personal voice and point of view

ACEEN070

Year 11 Year 12

Create a range of texts using nuanced language

ACEEA172

Year 11 Year 12

Create a range of texts using first-person and third-person narration

ACEEA177

Year 11 Year 12

Create a range of texts using description, imagery and an awareness of characterisation

ACEEA200

Year 11 Year 12

Create a range of texts using imaginative and descriptive language and growing control over direct and indirect speech

ACEEA201

Year 11 Year 12

Create a range of texts using a range of common cohesive devices at sentence, paragraph and whole-text level such as referencing, lexical chains and conjunctions

ACEEA007

Year 11 Year 12

Comprehension skills and strategies including describing linguistic and structural features of a range of more complex text types including literary and transactional texts

ACEEA021

Year 11 Year 12

Create a range of texts using appropriate structure and content to communicate ideas and opinions for different purposes and audiences

ACEEA023

Year 11 Year 12

Create a range of texts using common language features, for example, subject specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms

ACEEA024

Year 11 Year 12

Create a range of texts using description, characterisation, and direct and indirect speech

ACEEA049

Year 11 Year 12

Create a range of texts using different types of texts to present ideas and opinions for different purposes and audiences in a range of digital, multimodal and print-based technologies

ACEEA050

Year 11 Year 12

Create a range of texts using subject-specific vocabulary, nominalisation, and nouns and verbs used to create modality, collocations, idioms and figurative language

ACEEA051

Year 11 Year 12

Create a range of texts using a range of cohesive and structural devices

ACEEA052

Year 11 Year 12

Create a range of texts using persuasive, descriptive and emotive language as appropriate

ACEEA053

Year 11 Year 12

Create a range of texts using experimentation with different registers and tones

ACEEA075

Year 11 Year 12

Create a range of texts using a range of genres and digital, multimodal and print-based technologies

ACEEA076

Year 11 Year 12

Create a range of texts using language that influences the audience or that privileges certain ideas or perspectives over others

ACEEA077

Year 11 Year 12

Create a range of texts using different sentence structures and forms suited to purpose, audience and subject

ACEEA078

Year 11 Year 12

Create a range of texts using modality (including modality in a hypothetical past, nominalised language and discourse markers)

ACEEA098

Year 11 Year 12

Create a range of texts using a range of types of texts and digital, multimodal and print-based technologies

ACEEA099

Year 11 Year 12

Create a range of texts using language appropriate to the context, including imaginative, persuasive and rhetorical forms and features

ACEEA100

Year 11 Year 12

Create a range of texts using stylistic and grammatical choices for effect, including complex lexical elements, modality in the past conditional and subject-specific language forms and features

ACEEE011

Year 11 Year 12

Create a range of texts using appropriate language, content and mode for different purposes and audiences, for example, in everyday, social, community or workplace contexts

ACEEE012

Year 11 Year 12

Create a range of texts using text structures and language features to communicate ideas and information in a range of mediums and digital technologies, for example, explaining workplace procedures, using navigation bars to create a web page, and developing a character’s back story

ACEEE025

Year 11 Year 12

Create a range of texts using persuasive, visual and literary techniques to engage audiences in a range of modes, mediums and contexts

ACEEE026

Year 11 Year 12

Create a range of texts selecting text structures, language features and visual techniques to communicate and represent ideas and information

ACEEE039

Year 11 Year 12

Create a range of texts using personal voice and adopting different points of view to influence audiences in a range of mediums and digital technologies

ACEEE040

Year 11 Year 12

Create a range of texts selecting text structures, language features, and visual techniques to communicate and represent ideas and information for different contexts and purposes; for example, writing diary entries of real or imagined people, creating interactive websites, participating in workplace role plays and scripting fictional dialogues

ACEEE053

Year 11 Year 12

Create a range of texts expressing a logical point of view about an idea, issue or event in a range of mediums and digital technologies

ACELR014

Year 11 Year 12

Create analytical texts experimenting with different modes, mediums and forms

ACELR015

Year 11 Year 12

Create imaginative texts developing connections between real and imagined experiences

ACELR016

Year 11 Year 12

Create imaginative texts drawing on knowledge and understanding of storytelling, style and the structure of texts

ACELR017

Year 11 Year 12

Create imaginative texts experimenting with aspects of style and form to achieve deliberate effects

ACELR018

Year 11 Year 12

Create imaginative texts reflecting on familiar and emerging literary forms for particular audiences and purposes

ACELR033

Year 11 Year 12

Create imaginative texts integrating real and imagined experiences by selecting and adapting particular aspects of texts to create new texts

ACELR034

Year 11 Year 12

Create imaginative texts using analysis of literary texts to inform imaginative response

ACELR035

Year 11 Year 12

Create imaginative texts transforming texts studied in one medium or genre to another for different audiences and purposes

ACELR036

Year 11 Year 12

Create imaginative texts reflecting on the significance and effects of variations to texts

ACELR049

Year 11 Year 12

Create imaginative texts experimenting with content, form, style, language and medium

ACELR050

Year 11 Year 12

Create imaginative texts drawing on knowledge and experience of genre, literary devices and the interplay of the visual and verbal in creating new texts

ACELR051

Year 11 Year 12

Create imaginative texts adapting literary conventions for specific audiences, challenging conventions and reinterpreting ideas and perspectives

ACELR052

Year 11 Year 12

Create imaginative texts reflecting on the different ways in which form, personal style, language and content engage and position the audience

ACELR066

Year 11 Year 12

Create imaginative texts adapting medium, form, style, point of view and language

ACELR067

Year 11 Year 12

Create imaginative texts experimenting with elements of style and voice to achieve specific effects

ACELR068

Year 11 Year 12

Create imaginative texts manipulating literary conventions for different audiences and contexts

ACELR069

Year 11 Year 12

Create imaginative texts reflecting on the ways in which expectations and values of audiences shape the created text

United States

Common Core

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)