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Anthology Rationale

Related texts:

1. ‘The Red Tree’– Shaun Tan (picture book)

2. ‘Mirror’ - Sylvia Plath (poem)
3. ‘Finding the Way home’ – Thao Nguyen, Sydney Morning Herald (2007) (Newspaper article)
4. ‘Identity’-Kalhil KJ Adames https://www.youtube.com/watch?v=ikGVWEvUzNM – (short film)
5. ‘Going Home’ – Archie Weller (short story)

This area of study explores the notion of identity. Identity is primarily concerned with the question, “Who am

I?” It involves the links between the personal; how we see ourselves, whether consciously or unconsciously,

and the social; how others see us and the structures that make up the society in which we live. Identity is

marked by differences, including how we look and how we sound. This anthology explores aspects of the self

and how we are primarily socially constructed beings. How our external influences impact on us as individuals

determines how we not only see others and the world around us, but also how we see ourselves. Through this

construct, we are often constrained by others’ perceptions of us and by the societies in which we live. The

initial text, ‘The Red Tree’, written by Shaun Tan, is a dual narrative that follows a nameless protagonist as she

seeks to discover who she is and where she belongs. She struggles with being misunderstood and alienated and

addresses the importance of perception in the positive development of the self.

One of the interesting aspects of exploring Identity is the varying versions of ourselves that we foster. Different

challenges and situations often require us to present different ‘faces’ to the world. In order to be accepted into a

social group for example, it may be necessary to present values and attitudes similar to those of the dominant

group. In work situations, there are rules and codes, some unspoken, but nonetheless understood, that must be

adhered to in order to be included and accepted.

The text ‘Identity’ written and directed by Kalhil KJ Adames, is a short film that builds on elements of ‘The

Red Tree’, in terms of perception and addresses the desire to hide our true selves in order to ‘fit in’. The

protagonist in ‘Identity’ mirrors the society in which she functions in order to be accepted. She is careful to

show only those outward signs of socially acceptable beliefs and values to ensure her inclusion. Similarly,

‘Mirror’, a poem by Sylvia Plath, explores the alienation that occurs when we are unable to connect

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meaningfully with our true selves. We become so accustomed to judging ourselves by society’s unrealistic

expectations and constructing a myriad of masks to belong, that we become disconnected from reality.

Connections with family and place impact on how perceive ourselves and society’s perceptions of us. We

accept and mirror the values and attitudes of the community until they conflict with our developing sense of

self. This dichotomy highlights the struggle determining how much we are socially constructed through having

values and attitudes imposed on us, and the development of our own. The inclusion of the text, ‘Going Home’,

by Archie Weller explores this conflict through the eyes of an Indigenous man returning to his family and his

childhood home. Despite his successes in ‘white society’, he is still ‘black’, and this impacts on how he sees

himself, and how others perceive and respond to him.

The final text in the anthology is a newspaper article entitled ‘Finding the way home’, by Thao Nguyen further

explores the impact on an individual’s identity through culture and place. Just as ‘Going Home’, offers the

conflict between how we see ourselves and how others see us through societal boundaries and expectations,

‘Finding the way home’, acknowledges the role that culture plays in the development of self. Nguyen travels

back to her ancestral homeland in search of her history. She acknowledges that she is who she is, in part, by the

culture she left behind as a child. Her exploration is a far more positive one, however, as she is far more secure

in her own skin than that of the protagonist in ‘Going Home’. Her alignment with the ‘dominant white culture’

allows her to accept and refute aspects of her cultural identity in determining the construction of the self.

This anthology highlights how our identity is multi-faceted and ever-changing. We are forever struggling to

find our place, where we are accepted and valued. In doing this, we struggle to develop a sense of who we are

with the constraints that society places on us. Ultimately we are socially constructed and need to find a balance

between all of the different aspects that impact on the development of self.

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Lesson One: Text 1- ‘The Red Tree’ Written by Shaun Tan.

Class: Year 11- Advanced English.

Time: 60 minutes- Lesson 1.

Teacher- Objectives for self:

 Students will develop an understanding of the rubric and the concept of identity.
 Through text 1 student will explore how external influences impact on the internal formation of an
identity.
 In small groups students will deconstruct an image from text 1 that will then be presented in class.

Syllabus outcomes for students:

4. A student describes and explains the ways in which language forms and features, and structures of
particular texts shape meaning and influence responses.

Students learn about the ways in which language forms and features, and the structures of particular texts shape
meaning and influence responses by:

4.2. Describing the effects of the language forms and features, and the structures of particular texts.

Materials:

 Attached rubric- Appendix 1.

 Class set of ‘The Red Tree’.
 Handouts for learning activities- Images.
 PowerPoint Presentation- Link in Appendix 1.
 Student equipment: pens, ICT device, note book etc.

Time Teaching and Learning Activities Organisation Link to Standards

10 Focus Question: What is this unit about? Hand out rubric- AOS. 2.1.1 – Demonstrate
knowledge and
Students work in pairs, utilising the ‘skim and understanding of the
scan’ literacy technique to highlight Mark roll (while students concepts, substance
individually, then as a pair, the main ideas complete activity) and structure of the
presented in the rubric. (Appendix 1) content and teaching
strategies of the
teaching area.

2.1.2- Apply
knowledge of the
content and teaching
strategies of the
teaching area to
develop engaging
teaching activities.

5 Class discussion of the rubric activity, Introduction to AOS –

‘Identity’.
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identifying key terms and discussing the
expectations and key focus areas for this AOS. 2.1.2- Apply
Ideas are drawn on the whiteboard as a concept knowledge of the
map. content and teaching
strategies of the
Teacher led discussion regarding ‘Who am I?’ teaching area to
and its relationship to the concept of identity. develop engaging
teaching activities.
Teacher outlines on the whiteboard the three
key questions in the AOS: 3.1.1- Set learning
goals that provide
1. How are identities formed? achievable
2. How much control do we have in challenges for
shaping our own identities? students of varying
3. How are identities represented in and abilities and
through a variety of texts? characteristics.

Teacher directed discussion on Identity, 3.2.1- Plan lesson

ensuring the following aspects are considered. sequences using
Ideas are written on the white board. knowledge of
student learning,
 a link between the personal and the content and effective
social, teaching strategies.
 being the same as some people and
different from others, as indicated by
symbols and representations, and
 a tension between how much control
one has in constructing an identity and
how much external influences impact
on the construction of self.

5 Class activity: Read related text 1 Hand out ‘The Red Tree’
picture book (Appendix
1)
20 Focus Question: Do you think perception has a Provide copy of the Teacher
major impact on the construction of self? How PowerPoint
does The Red Tree present aspects of Identity? (Appendix 1)

Activity: PowerPoint on ‘The Red Tree’

Work through the slides, discussing the

information presented. Work through the
modelled deconstruction of two images from
the text.

20 Students are placed in small groups to Each group is allocated a 3.3.1- Include a
deconstruct an image with respect to the thesis different image from the range of teaching
from the PowerPoint and the techniques text and a pad of post it strategies.
employed in meaning making. notes)
Small group work Each image is A3. 4.1.1- Identify
(Appendix 1) strategies to support
inclusive student
participation and
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engagement in
Students present their findings to the rest of the Images will be classroom activities.
class (whole class). photocopied and handed
to the rest of the class so
all students have every
image deconstructed.

Images are stuck on the

wall for further reference
for next lesson.

Evaluation/ Extension: Extension students are asked to source their own visual image related to the AOS
which they annotate and provide a paragraph outlining their thesis.

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Lesson 2: Text 2 & 3- Short film ‘Identity’ published by Kalhil KJ Adames & ‘Mirror’ by Sylvia Plath.

Class: 11 Advanced English

Time: 60 minutes- Lesson 2.

Teacher- Objectives for self:

 Students will participate in an activity that explores different perceptions of self and others and how that
contributes to one’s identity.
 Students will watch text 2 and deliberate on the impact that society has in the development of the many
masks that we wear in order to ‘fit in’.
 Students will present their perceptions in a diary format.
 Students will use learning and responding matrix in order to respond to text 3.

Syllabus outcomes for students:

2. A student describes and explains relationships among texts.

Students learn to describe and explain the relationships among texts by:

2.2. Identifying and describing the connections between texts.

6. A student engages with a wide range of texts to develop a considered and informed personal
response.

Students learn about the ways in which texts can be responded to by:

6.4 discussing and reflecting on the wider issues arising from their engagement with texts.

Materials:

 Attached rubric- Appendix 1.

 Student copy of texts: ‘Identity’- link in Appendix 1 and ‘Mirror’ printed handout for students (Scanned
copy in Appendix 2).
 Handouts for learning activities
 Student equipment: pens, ICT device, note book etc.
 BYOD- laptop.

Time Teaching and Learning Activities Organisation Standards

5 Recap last lesson in terms of what we have Set up internet and load 3.3.1- Include a
discussed about the concept of Identity. ‘Identity’- link. range of teaching
strategies.
Perception Activity: The aim of this activity is
10 to demonstrate the vastly differing perspectives Mark roll while activity 4.2.1-Demonstrate
that people have of themselves and others have is being completed the capacity to
of them and how these perceptions contribute organise classroom
to one’s identity. activities and

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This activity will work with this class as they Students search ‘Identity’ provide clear
have relational trust. Students are broken into Link to URL in directions.
groups of 3. appendix.

Each student is given 2 sheets of paper. On one

sheet, students write three dot points which
outline the perception of themselves.eg. Funny,
sensitive.

On the second sheet, each member of the group

writes 3 dot points about the other 2 members
that state their perception of that
person.(Nothing hurtful)
10
Ask students to share their answers. If students Watch the film- link
wish not to participate in this discussion, they above.
can listen to the other discussions. Brief
discussion of the differences in the answers
between a students’ perception of self and
group member’s perception of them.
Throughout this group work, students are
encouraged to explore ideas related to the
construction of an identity and societal
influences.
5 3.4.1- Demonstrate
Introduce second text, ‘Identity’ Students take a photo of knowledge of a
Class activity the board for future range of resources,
reference. including ICT, that
5 Focus Questions for Text 2: What elements of engage students in
Identity are presented in the film? How are their learning.
these elements presented?

Lead class to discussion about the many faces

that we use in order to be accepted in society.
Ideas are recorded on the board by the teacher.
10
Activity: Imagine you are the girl when she
takes off her mask. Write a diary entry that
explores how you feel when you remove the
mask – How does the removal of the mask
change your sense of identity?

5 Introduce ‘Mirror’ by Sylvia Plath. ‘Mirror’ 2.1.1- Demonstrate

links to the short film ‘Identity’, through the Hand out ‘Mirror’. knowledge and
enduring motif of the mask. understanding of the
concepts, substance
10 Focus question for Text 3: How does Mirror and structure of the
present a negative societal impact on the content and teaching
construction of self? strategies of the
teaching area.
Activity: Read ‘Mirror’ and display the poem
with the annotations on the whiteboard. Write a

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paragraph using TEEETL (scaffold attached
Appendix 2).
3.3.1- Include a
Topic sentence range of teaching
Elaboration strategies.
Example 1.2.1- Demonstrate
Effect knowledge and
Technique understanding of
Link back to the topic research into how
students learn and
Flipped Class room Activity: Students will the implications for
take text 4 and 5 home and read prior to the teaching.
next lesson. Students will focus on how culture
can impact both positively and negatively on
the construction of the identity whilst reading
these texts. Students are expected to highlight
relevant examples from the two texts which
illustrate this.

For homework: Hand out

blank cardboard faces.
Ask students to design
their own mask,
representing elements of
their own identity

Hand out Text 4, ‘Going

Home’ and Text 5-
‘Finding the way home’.

Evaluation/ Extension: Students may write a haiku that illustrates an element of their identity.

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Lesson 3: Text 3 & 4- ‘Going Home’ by Archie Weller & ‘Finding the way home’ by Thao Nguyen.

Class: 11 Advanced 1

Time: 60 minutes- Lesson 3.

Teacher- Objectives for self:

 Students will work collaboratively in an expert jigsaw formation to explore the concept of identity in
text 4& 5.

 Students will further development their ability to draw together connections between a variety of texts
through an extended response.

Syllabus outcomes for students:

2. A student describes and explains relationships among texts.

2.1 identifying and describing similarities in and differences between texts

2.2 identifying and describing the connections between texts

6. A student engages with a wide range of texts to develop a considered and informed personal response.

6.2 relating responses to aspects of human experience.

6.4 discussing and reflecting on the wider issues arising from their engagement with texts.

Materials:

 Class copies texts 4 & 5.

 Highlighter, pen, equipment etc.
 Essay structure- Activity template & ALARM scaffold (See Appendix 3).

Time Teaching and Learning Activities Organisation Link to Standards

1.4.1- Demonstrate
Teacher will have spare
Students come prepared- having completed copy of text and broad knowledge
homework task. handouts hand in case and understanding of
students forget their the impact of
copy.
culture, cultural
Teacher collects homework task from the identity and
Display masks on the linguistic
previous lesson. Ask several students to briefly wall at the back of the
explain what they included on their mask and classroom. background on the
why. Recap what has been taught to the education of students
students. from Aboriginal and
Torres Strait Islander
Activity: Students will write down 3 points that backgrounds.
they have learnt about the concept of identity.
1.5.1- Demonstrate
knowledge and
Students will get out there two related pieces,
understanding of
from the flipped classroom strategy (lesson
strategies for
two).
differentiating
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teaching to meet the
Teaching strategy for related text 4- ‘Going specific learning
home’: needs of students
across the full range
Students will work in pairs and skim & scan the Working in pairs- placing of abilities.
text together. students in pairs based on
seating arrangement.

In pairs, students will highlight the 10 most

relevant points from the story with respect to
the social and cultural impact on creating and
sustaining an identity.

Text 5- ‘Finding the way home’.

Teaching strategy for related text 5-

Activity: Students will work in pairs and skim

Working in pairs- placing
& scan the text together. students in pairs based on
seating arrangement.
As a pair, students will highlight the 10 most
relevant points from the story, with respect to
the social and cultural impact on creating and
sustaining an identity.

Teaching Strategy- expert jigsaw- 2.5.1- Know and

understand literacy
Activity: Students are divided into 4 groups of and numeracy
4 people per group- each student is given a teaching strategies
letter: A, B, C, D. and their application
in teaching areas.
Students are then broken up into a second
grouping-A’s & B’s work together and will be 4.1.1- Identify
exploring text 4. All C’s & D’s will be strategies to support
exploring text 5. inclusive student
participation and
Each group will analyse the text in respect to engagement in
the template given- See appendix 3. classroom activities.
After this activity- students will then go back to
their initial groups- A, B, C, D.

They will then teach their respective text to

their group members (original group of 4). The
groups will then complete all boxes on the
template (see appendix 3).
5.1.1- Demonstrate
Activity: Individually, students are to choose understanding of
any THREE of the FIVE texts studies in class. assessment
Students respond to the following three key strategies, including
questions found in the rubric: informal and formal,
diagnostic, formative

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1. How are identities formed? and summative
2. How much control do we have in approaches to assess
shaping our own identities? student learning.
3. How are identities represented in and
through a variety of texts?

Students will you their answers to these

questions through and write an extended
response using the ALARM template provided
(See appendix 3) for the essay question below.

Question: ‘Identity if primarily socially

constructed. Discuss’.

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