Matthew Key Task 2 English C&M

MINIMUM OF TWO – TIM WINTON

STAGE ONE ENGLISH PATHWAYS

CONTEXT:
This task will give students opportunities to read and respond to four short
stories in the text Minimum of Two by Tim Winton. The aim of this unit is to
develop student’s skills in critically reading and analysing themes that are
inherent in stories.

The unit has been planned in such a way that students are able to focus on one
short story for each hundred minute lesson of which there are three a week.
Including the reading of the four short stories this unit has been planned to run
for two weeks with an additional week used for constructing the final essay.

CLASS PROFILE:
The class consists of 23 students (7 females and 16 males). There are several
NEP students in the class. Many of the students have difficulty with literacy and
numeracy. The students have a wide variety of learning styles and experiences
with English. The students need opportunities to develop their English in both
oral and written forms as well as strengthening their ability to read.
Being a category one school there is a high level of disadvantage and unexplained
absences, lateness and behavioural issues are not uncommon in the classroom.

Because of the range of needs in the classroom the students will require extra
time completing work and concessions will need to be made for students who
are absent. As the class attendance varies between 8 and 15 students, activities
need to be structured in a way that students are able to work independently or in
small groups to allow me time to work with students who are behind.

Students also have mixed abilities in reading, for this reason any text will be read
aloud in the classroom. For books time needs to be allocated at the start of each
lesson in order to read the story to the class.

PREPARATION:
The four stories to be studied in this unit each come from Tim Winton’s text
Minimum of Two.
Short stories have been selected as each story can be read in its entirety within
30 minutes, leaving time for discussion. It also allows students time to catch up
in their own time if they miss a story as they are easily digestible in a short span
of time.

By the end of the unit the students will critically study texts and discuss themes,
structure, characters and language techniques.
The key theme of change is evident throughout the selected stories and

The stories selected are Forest Winter; No Memory Comes; The Water Was Dark
and It Went Forever Down and Minimum of Two.

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Matthew Key Task 2 English C&M

Forest Winter: This is the first story in the collection and is very easy to read with
some complicated language techniques. This story has been chosen to help
illustrate the concepts of metaphor and foreshadowing.

A man comes home from work to find his wife is having an asthma attack. He
rushes her to the pharmacy to get her a ventolin inhaler. After his wife recovers an
explosion temporarily blinds him. He is able to see again after his wife clears his
eyes.
This story illustrates how families can become closer as a result of shocking events.
The family start the story separated and unloving, and end the story as a tighter
family unit.

No Memory Comes: A short story about broken families, alcohol and finding your
place in the world. These are issues that many of the students are dealing with
and can likely relate with.

A boy refuses to accept change after his father has an affair with a woman overseas
whilst he was on a business trip. The boy grows up with his friend who progresses
through life, moving forward, whilst the boy stays lost in his memories. After his
town changes he tries to run away to the shack where he grew up as a child, only to
find that has changed as well. To try and cope with the anxiety he attempts to open
a beer, but accidentally stabs himself in the leg with a bottle opener.

The Water Was Dark and it went Forever Down: This story has a female
protagonist and is about fighting off negative self-image, which is another issue
that is very relevant to the students.

A girl attempts to escape her abusive mother by swimming to a far off island
inhabited by birds. When she arrives she has profound Darwinistic thoughts and
attempts to swim back home whilst facing exhaustion in order to prove to herself
that she is strong and deserves to survive. The story is left with an ambiguous
ending in regards to whether she lives or dies.

Minimum of Two: This story summarises the overall themes found in the other
stories whilst using a unique voice. The theme of revenge, murder and self-
identity are all attractive and relevant topics for the class.

A man tracks down his wife’s rapist and attempts to kill him. This story is about
dealing with traumatic events and the ways in which extreme situations do not
only change the victim, but also those that care about them. The story opens with
the man attempting to rape his wife whilst she sleeps, only to have her wake up and
scream at him. After he realizes he is becoming like his wife’s torturer he seeks
revenge.

I have extensively studied the Minimum of Two text. I have found student and
teacher guides online and have collaborated with other teachers in order to
develop a strong foundational knowledge of the themes and commonalities
between the stories.

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Matthew Key Task 2 English C&M

Lesson structure
Each lesson is planned to include the reading of a short story, a twenty minute
class discussion, time to work on the independent questions listed in the
handbook and finally a full class discussion to compare responses.

This structure has been chosen as it allows the students to find evidence that
relates to their essay question and can also allow for students to assist those who
have missed lessons.

The short stories are available to the students both online and as a physical
handout which they receive at the beginning of each lesson.

Prior to the unit starting students are each given a copy of the unit workbook so
they can work with their tutors, parents and other support staff to complete the
work. This also allows for students who are not coming to school to complete the
work at home as the book can be provided to parents.

Reflection:
I have had the opportunity to teach this lesson package and have found it easily
adaptable and scalable to suit a range of students. The students liked the
consistency in questions and were able to make meaningful links between the
discussion, handbook and essay questions. As all of the students had their own
laptop they were able to complete questions as the story was being read and
were able to print and compare their answers for different questions.

There were two NEP students who continued to have difficulty with the stories
and I modified the essay question to track the changes of the character Gru in the
film Despicable Me. I was able to set aside extra time to direct these students
through the modified essay which they were able to pass. This adaptation was
the recommendation of my mentor teacher, in future I would consider
comparing how a film can illustrate change and compare that with the
techniques found in the short stories in order to allow the whole class choice in
how they wanted to achieve their essay.

Whilst I appreciate that this unit may not work with other students, I found that
the stories are so thematically rich that it would be easy to adapt the essay to
include a wider scope of objectives, and a higher word count for an English
Communications or Literature class.

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Matthew Key Task 2 English C&M

Winton’s short story collection Minimum of Two presents ordinary

people who are struggling to meet the challenges of everyday life. One
of those challenges is change. What are the different ways that the
characters of Winton’s Minimum of Two deal with change?

How to format your essay:

Introduction
Strong statement about Tim Winton’s writing
Strong statement about change
Change is highlighted in Minimum of Two, No Memory Comes, The Water was
Dark and it Went Forever Down, and Forest Winter.

4 body paragraphs

For each story (4) endeavour to include:

Who are the main characters in the story?
What changes occur to them? What techniques are used to emphasize this
change?
How do they respond to the change? Show evidence.

Conclusion:
What similarities are there between the stories?
Consider themes, style, meaning.

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 Matthew Key Task 2 English C&M

STAGE 1 ENGLISH PATHWAYS

ASSESSMENT TYPE 1: TEXT ANALYSIS

Analytical Essay
Introduction

One of the themes underpinning Minimum of Two is the challenge of change, and how the
characters in Minimum of Two deal with this challenge. Being able to understand and analyse the
structural features used in these short stories is essential when discussing the author’s intent.
You will be taught how to structure an analytical essay in class and be expected to follow this
structure when answering the essay question.

Description
Your task is to produce a written formal essay addressing the following question:

‘Winton’s short story collection Minimum of Two presents ordinary

people who are struggling to meet the challenges of everyday life. One
of those challenges is change. What are the different ways that the
characters of Winton’s Minimum of Two deal with change?’

Assessment conditions
Written response up to 800 words.
(Alternative modes of response may be possible. This needs to be negotiated with the teacher)
Assessment Design Criteria
Knowledge and Understanding
The specific features are as follows:
KU1 Knowledge and understanding of the ideas, values, and beliefs explored in texts.
KU2 Knowledge and understanding of the ways in which the creators and readers of texts use
language techniques and conventions to make meaning.
KU3 Knowledge and understanding of ways in which texts are composed for a range of purposes
and audiences.

Analysis
The specific features are as follows:
An1 Analysis of the connections between personal experiences, ideas, values, and beliefs, and
those explored in texts
An2 Analysis of the ways in which language techniques are used to influence opinions and
decisions in a range of personal, social, or vocational contexts.

Application
The specific features are as follows:
Ap1 The use of a range of appropriate language techniques to convey thoughts and ideas in both
familiar and unfamiliar contexts
Ap2 The use of language skills to interact with other people, and to solve problems.

Communication
The specific features are as follows:
C1 Accuracy, clarity, and fluency of expression
C2 The use of reading, viewing, writing, listening, speaking, and ICTs to produce a range of texts.

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Matthew Key Task 2 English C&M

Knowledge and Understanding Analysis Application Communication

A Detailed knowledge and understanding of the Analysis of complex connections between Use of a range of sophisticated language Fluent and precise writing and speaking, using
ideas, values, and beliefs in familiar and personal experiences, ideas, values, and beliefs, techniques to convey thoughts and ideas in appropriate style and structure for a range of
unfamiliar texts. and those explored in familiar and unfamiliar both familiar and unfamiliar contexts. mainly unfamiliar audiences and contexts.
texts.
Knowledge and understanding of the ways in Use of sophisticated and appropriate language Appropriate use of language to produce a range
which the creators and readers of familiar and Perceptive analysis of a range of ways in which skills to interact cooperatively with other of texts for familiar and unfamiliar purposes and
unfamiliar texts use a range of language authors use language techniques to influence people and to solve complex problems. audiences.
techniques and conventions to make meaning. opinions and decisions in familiar and unfamiliar
contexts.
Comprehensive knowledge and understanding
of the ways in which familiar and unfamiliar
texts are composed for a range of purposes and
audiences.

B Knowledge and understanding of some ideas, Analysis of some complex connections between Use of a range of language techniques to Mostly fluent and precise writing and speaking,
values, and beliefs in familiar, and some personal experiences, ideas, values, and beliefs, convey thoughts and ideas in familiar, and some using appropriate style and structure for a
unfamiliar, texts. and those explored in familiar, and some unfamiliar, contexts. range of mostly familiar audiences and
unfamiliar, texts. contexts.
Knowledge and understanding of the ways in Use of appropriate language skills to interact
which the creators and readers of mainly Analysis of a range of ways in which authors use with other people and to solve some complex Appropriate use of language to produce a range
familiar texts use some language techniques language techniques to influence opinions and problems. of texts for familiar, and some unfamiliar,
and conventions to make meaning. decisions in familiar, and some unfamiliar, purposes and audiences.
contexts.
Knowledge and understanding of the ways in
which mainly familiar texts are composed for
some purposes and audiences.

C Knowledge and understanding of some simple Analysis of simple connections between Use of language techniques to convey thoughts Generally fluent and precise writing and
ideas, values, or beliefs in familiar texts (e.g. personal experiences, ideas, values, and beliefs, and ideas in mainly familiar contexts (e.g. uses speaking, using appropriate style and structure
identifies relevant information from a range of and those explored in familiar texts (e.g. email for day-to-day communication with work for familiar audiences and contexts (e.g.
written texts). explicitly connects new ideas/information with colleague, teacher, friend). produces a range of familiar text types, with
own knowledge, using techniques such as appropriate structures; uses vocabulary with
Knowledge and understanding of a restricted anecdotes and analogies). Use of appropriate language skills to interact increasing precision to show how words carry
number of ways in which the creators and with other people and to solve problems (e.g. particular shades of meaning).
readers of a narrow range of familiar texts use Descriptive analysis of a number of ways in writes a short formal letter, outlining
some language techniques and conventions to which authors use language techniques to instructions for a particular purpose such as Appropriate use of language to produce a
make meaning (e.g. reads a range of texts, influence opinions and decisions in familiar closing a bank account). narrow range of texts for familiar and unfamiliar
noting key differences of presentation and contexts (e.g. recognises that the author selects purposes and audiences (e.g. uses introductory
layout). the structure of a text to serve a particular phrases indicating that an opinion, or a fact, is
purpose). being offered).
Knowledge and understanding of the ways in
which familiar texts are composed for familiar
purposes and audiences (e.g. identifies purpose
and audience of texts).

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Matthew Key Task 2 English C&M

Knowledge and Understanding Analysis Application Communication

D Identification of some simple ideas, values, or Reference to simple connections between Use of a restricted range of language A level of fluency in writing and speaking in
beliefs in some familiar texts. uncomplicated personal experiences, ideas, techniques to convey thoughts and ideas in personally relevant situations, using appropriate
values, and beliefs, and those explored in familiar contexts. style and structure for a narrow range of
Knowledge and understanding of some of the familiar texts. familiar audiences and contexts.
ways in which the creators and readers of a Use of mainly appropriate language skills to
narrow range of familiar texts use language Reference to some ways in which authors use interact with other people and to solve simple Occasionally appropriate use of language to
techniques and conventions to make simple or language techniques to influence opinions and problems. produce texts for familiar purposes and
factual meaning. decisions in familiar contexts. audiences.

Knowledge of the ways in which familiar texts

are composed for personally relevant purposes
and familiar audiences.

E Identification of an idea, a value, or a belief in a Recognition of a simple connection between a Use of a restricted range of language Beginning of development of fluent writing and
highly familiar text. straightforward personal experience, idea, techniques to convey thoughts in highly familiar speaking in personally relevant situations, using
value, or belief, and that explored in a highly contexts. appropriate style and structure for a narrow
Knowledge and understanding of the way in familiar text. range of highly familiar audiences and contexts.
which a creator or reader of a highly familiar Use of some appropriate language skills to
text uses a language technique or a convention Reference to the way in which an author uses interact with other people and to solve a simple Occasionally appropriate use of language to
to make factual meaning. language techniques to influence opinions and problem. produce texts for highly familiar purposes and
decisions in a highly familiar context. audiences.
Knowledge of the ways in which highly familiar
texts are composed for personally relevant
purposes and highly familiar audiences.

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Matthew Key Task 2 English C&M

Forest Winter
Class discussion questions:
Jerra and Rachel’s relationship is already struggling when we are introduced to
them. How does the story illustrate these struggles and how are they reflected in
their environment?

How do the events in Forest Winter change their relationship? Show evidence.

What challenges do Jerra and Rachel face in their everyday life? Show evidence.

How does Jerra react to Rachel’s asthma attack? Show evidence.

How do the changes experienced in Forest Winter affect Jerra and Rachel’s
relationship? Show evidence.

Handbook Questions

1. The setting – the sense of place is critical to an understanding of this story.

Where is it set – provide 3 quotes as examples. What is the most important
point about the location?

2. Who are the 5 characters? List three pieces of information about each.

Character Information

3. What is the theme of the story? Why do you think this?

4. Write 5 Facebook posts/check-ins for the main character of the story. Copy
and paste a relevant quote to explain your post. Try to relate them to the
major events in the story.

Eg. Struggled to get out of my warm bed this morning, but I suppose I
have to make a living somehow. Bring on the weekend! – At Forest

“Each day the young man left his wife and child asleep and went out
into the forest to saw wood”

5. Did you enjoy the story? Why or why not?

6. Copy and paste your paragraph about Forest Winter here:

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Matthew Key Task 2 English C&M

Tim Winton and Short Stories

For more information:

http://www.abc.net.au/tv/enoughrope/transcripts/s1227915.htm

CLASS DISCUSSION QUESTIONS:

Prior to watching interview: What do you know about Tim Winton after reading
his stories?
Where do you think he grew up?

7:00 What does Tim Winton think about young people studying his books in
school?

13:25 Tim Winton has spoken about the isolation of living in WA and the
disconnect between WA and the rest of Australia. Does he feel that this has
affected his writing, how?

14:30 Water plays a large role in Tim Winton’s writing. In this interview he talks
about his feelings toward the sea. What words does he use to describe it?

17:00 Why does Tim Winton write? How does he describe his writing process?

After the interview: Is he different from how you initially pictured him in your
mind? Are you interested in finding out more about him?

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Matthew Key Task 2 English C&M

No Memory Comes
Class discussion questions:
How does the boy’s relationship with his parents change throughout the story?

How does the boy react when things change around him? Why do you think this
is? Give evidence.

How do the boys respond differently to different situations? Consider the dead
man in the car, the boy’s friend getting a girlfriend, returning to the shack. Why
do you believe that they react differently?

How does each chapter represent change?

Handbook Questions

1. The setting – the sense of place is critical to an understanding of this story.

Where is it set – provide 3 quotes as examples. What is the most important
point about the location?

2. Who are the 5 characters? List three pieces of information about each.

Character Information
The boy
The boy’s friend
The boy’s mother
The boy’s father
The friend’s girlfriend

3. What is the theme of the story? Why do you think this?

4. Write a short description of what happens in each chapter. How does the
boy react to the events in each chapter?

I:
II:
III:
IV:
V:
VI:
VII:

5. Did you enjoy the story? Why or why not?

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Matthew Key Task 2 English C&M

The Water Was Dark and it Went Forever Down

Class discussion questions:
What is the girl’s relationship with her mother? Show evidence.

Discuss the significance of the quote: “I can be a machine. Like a fish you old
bitch. I can swim away”

What is the girl’s reaction to the birds on the island? What about the birds
inspires her to swim away?

Handbook Questions

1. The setting – the sense of place is critical to an understanding of this story.

Where is it set – provide 3 quotes as examples. What is the most important
point about the location?

2. Who are the 2 characters? List six pieces of information about each.

Character Information
The girl

The girl’s mother

3. What is the theme of the story? Why do you think this?

4. Why does the author not tell us what happens to the girl?

5. Did you enjoy the story? Why or why not?

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Matthew Key Task 2 English C&M

Minimum of Two
Class discussion questions:
What events lead to Madigan deciding to kill Fred Blakey?

How do Madigan’s feelings toward his wife change throughout the story?

The three major events in the story are: the rape of Madigan’s wife, the decision
to kill Fred Blakey and the murder of Fred Blakey. How do each of these events
change Madigan?

Handbook Questions

1. How does the writing differ in this Minimum of Two when compared to the
previous three stories? List three key differences and the effect of each.

2. List four key characters? List six pieces of information about each.

Character Information

3. What is the theme of the story? Why do you think this?

4. How do you think Madigan’s wife feels at the beginning of the story?

How do you think she feels at the end?

5. Did you enjoy the story? Why or why not?

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Matthew Key Task 2 English C&M

OTHER RESOURCES

TIM WINTON VIDEOS

The Water Was Dark, short film - http://vimeo.com/53059882
Tim Winton Interview with Martin Flanagan -
http://blip.tv/slowtv/tim-winton-in-conversation-with-martin-
flanagan-926965
Tim Winton Interview about his home town -
https://www.youtube.com/watch?v=DbVQT4ouwzc

SHORT FILM ABOUT CHANGE

New Boy - https://www.youtube.com/watch?v=8aZTnOZQl7E

INTERVIEW TRANSCRIPT
Enough Rope -
http://www.abc.net.au/tv/enoughrope/transcripts/s1227915.h
tm

OTHER MATERIAL
Symbolism in Minimum of Two:
http://education.theage.com.au/cmspage.php?
intid=136&intversion=124
Minimum of Two Study Guide:
http://www.insightpublications.com.au%2Fpdf_preview%2Ftg-
minimum-of-two-10-pages.pdf

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