Creating and Presenting: Studying 'Witness'


In Unit 1 Area of Study 2 (Creating and Presenting) we will:
  • Study the film witness and several shorter texts, such as “Five Ways to Disappoint Your Vietnamese Mother” focusing on the theme or context of “Identity and Belonging”
  • Examine the effects of form, purpose, audience and context on the authors’ choice of structure and language
  • Use the knowledge gained through these two tasks to create your own written and/or multimodal texts on the theme of Identity and Belonging in a process which includes planning, reviewing and editing.


To satisfactorily complete Area of Study 2, you will need to complete:
  • Three Hurdle Tasks (explained below)
  • One SAC: held in class in Week 3 of Term 2 (the week beginning 9 May)


Hurdle Tasks
  • As part of your assessment, you must hand in three hurdle tasks during this unit. These are as important as SACs and failure to submit the hurdle tasks will result in an ‘N’ for the unit.
  • Each hurdle task will require you to write on the theme of “Identity and Belonging” using a different style. This will allow you to practice writing in the different styles and receive feedback on your writing
    • Hurdle 1: Imaginative Writing
    • Hurdle 2: Persuasive Writing
    • Hurdle 3: Expository Writing
  • We will have time in class to discuss what is required in each of the styles and for you to practice writing in that style.
  • Once we have discussed each style in class, help will be available for that style on the wiki.


Hurdle Task 1: Personal Reflective Style
  • Students will receive a prompt at the end of Week 7
  • Students will need to complete a response to that prompt in the personal reflective style, modelled on “Five Ways to Disappoint Your Vietnamese Mother”
  • Response will be due at the beginning of Week 8

Identity and Belonging: The Definitions


Identity:
  1. the condition of being oneself or itself, and not another: He doubted his own identity.
  2. condition or character as to who a person or what a thing is: a case of mistaken identity.
  3. the sense of self, providing sameness and continuity in personality over time

Belonging: (Belong) verb
  1. to be in the relation of a member, inhabitant: He belongs to the Knights of Columbus.
  2. to have the proper qualifications, esp. social qualifications, to be a member of a group: You don't belong in this club.

Verb: Phrase: belong to
  1. to be the property of: The book belongs to her

Creating and Presenting Lessons


Lesson 1: Monday 21 March

  • Introduction to the structure and assessment of area of study 2. See "4. Creating and Presenting" for more information.
  • What is "Identity"? What is belonging? Create a mind map for each term, using the Descriptive or Concept templates attached below
  • Introduction to the text, "Witness". See "9. Witness Tasks and Resources" for more information.
  • Descriptive.docx
  • Concept.docx

Lesson 2: Wednesday 23 March


Lesson 3: Thursday 24 March


Lesson 4/5: Friday 25 March

  • Students worked in pairs to complete the questions on "5 Ways to Disappoint Your Vietnamese Mother"
  • As a class, we discussed the questions on "5 Ways to Disappoint Your Vietnamese Mother" and the structure of the story
  • As a class, we looked at Hurdle Task 1. Hurdle Task 1 is due Wednesday 30 March.
  • Hurdle Task 1.docx

Lesson 6: Monday 28 March

  • Class Discussion:
    • How can the sense of identity and belonging be affected if people’s values and desires conflict with those closest to them, such as friends and family? Can you think of examples of how this is explored, in the texts we have looked at in class, or in books, magazines, movies or tv shows you have read/watched?
    • How difficult is it for an individual to resist the prevailing and dominant cultural norms and values? Why is it so difficult?Can you think of examples of how this is explored, in the texts we have looked at in class, or in books, magazines, movies or tv shows you have read/watched?
    • How difficult is it for a group which espouses different values or a way of life to retain its sense of identity against mainstream culture?Can you think of examples of how this is explored, in the texts we have looked at in class, or in books, magazines, movies or tv shows you have read/watched?

Lesson 7: Wednesday 30 March

  • As a class, we read "Introduction" to "An Ordinary Man"
  • Students to answer the following questions:
    1. What happened in Rwanda in April 1994?
    2. What are some the stereotypes about Hutus and Tutsis?
    3. How would the author describe his identity?
    4. How would you describe the author?
    5. How would the Hutu militia describe the author?
    6. What does the author mean when he says, "the divide also lives within me"?
    7. Underline or highlight any sections of the text which discuss concepts of identity and belonging.

Lesson 8: Thursday 1 April

  • As a class, we discussed the answers to the questions for "An Ordinary Man"
  • We discussed how:
    • Sometimes aspects of your identity can make you a target - such as the Tutsis in Rwanda in 1994
    • We can make judgements about a person's identity based upon a small amount of information about them - these judgments can be mistaken
    • Different people/groups will view a person's identity differently - for example, in "An Ordinary Man", Paul sees himself as an ordinary man, but others may see him as a hero
  • We watched key scenes from "Hotel Rwanda"

Lesson 9/10: Friday 2 April

  • We continued to watch key scenes from "Hotel Rwanda"
  • As a class, we discussed how:
    • Your identity can determine how you are treated - it can determine whether you are safe or not - for example, in Rwanda, foreign nationals were taken to safety while Rwandan nationals were left behind.
    • Identity can be formed by the choices we make
      • How is this evident in The Kite Runner?
      • How is this evident in Paul's story?
  • We watched the opening scene of Witness and completed the "Opening Sequences at Jacob's funeral" page (attached below).
  • Homework: Complete the Witness Analysis handout by Thursday 7 April.
  • Witness scene analysis.doc
  • Witness Analysis.doc

Lesson 11: Monday 4 April

  • We watched the "John in a New World" and "Gun in the Hand" scenes of Witness and completed the second page of the scene analysis handout, attached above
  • We began to complete the "Identity and Belonging Vocabulary Sheet" attached below. This is due in Week 1 of Term 2.
  • We read "Veils and Vegemite" as a class and discussed what ideas were explored in both this article and Witness.
  • Homework: write a paragraph comparing how one of these ideas is explored in Witness and how it is explored in "Veils and Vegemite".
  • Identity and Belonging Vocabulary.docx

Lesson 12: Wednesday 6 April

  • Hurdle Task 2 handed out (attached below). Please complete and submit on Thursday 28 April. Two examples of the type of article you could use for this task, "The Getting of Wisdom" and "Building Stronger Men the Indigenous Way" are attached below. Note: You cannot use these articles, or any articles discussed in class, as part of Hurdle Task 2.
  • As a class, we discussed what is required in expository writing and looked at examples of expository writing. The Expository Writing Handout, attached below, explains what is required by this style of writing and provides two examples of expository writing. The Model Expository Writing Handout provides an example of how you could write your response to Hurdle Task 2, based on the article "Building Stronger Men the Indigenous Way"
  • Homework: use the material provided on expository writing to complete the expository writing diagram/table, included in Hurdle Task 2.
  • Hurdle task 2_I&B-2.docx
  • Building Stronger Men the Indigenous Way.pdf
  • Expository Writing.docx
  • Model Expository Writing .doc

Lesson 13: Thursday 7 April

  • Students contributed to the discussion board, providing a response to each of the four topics:
    • How would you define 'identity' and 'belonging'? Why are they such important ideas?
    • How difficult is it for an individual to resist the prevailing and dominant cultural norms and values? Why is it so difficult? Provide an example of how this is explored, in the texts we have looked at in class, or in books, magazines, movies or tv shows you have read/watched
    • How can the sense of identity and belonging be affected if people’s values and desires conflict with those closest to them, such as friends and family? Provide an example of how this is explored, in the texts we have looked at in class, or in books, magazines, movies or tv shows you have read/watched.
    • How difficult is it for a group which espouses different values or a way of life to retain its sense of identity against mainstream culture? Provide an example of how this is explored, in the texts we have looked at in class, or in books, magazines, movies or tv shows you have read/watched.

Lesson 14/15: Friday 8 April
  • As a class, we began to complete the expository writing diagram/table using the material provided on expository writing. Homework: complete the table and submit with Hurdle Task 2.
  • Students chose one of the articles that we have looked at in class ("An Ordinary Man", "Veils and Vegemite", "The Getting of Wisdom" and "Building Stronger Men the Indigenous Way"). Students wrote down what ideas about identity and belonging were compared by both their chosen article and "Witness". Students began to write a paragraph comparing how their article and "Witness" explored one of these ideas.

Lesson 16: Wednesday 27 April
  • Individually or in groups, complete the following table:



Witness’s Idea
Shown By
Supporting Text
Shown By
Contradicting Text
Shown by
Do you agree with Witness? Why?

What ideas, statements or messages does Witness provide about identity and belonging?
How is this shown in Witness?
Can you think of another text that supports that idea/message/statement?
How does this text show this?
Can you think of another text that contradicts that idea/message/statement?
How does this text show this?
Do you agree with Witness or disagree? Why?
Idea 1







Idea 2































Lesson 17: Thursday 28 April


Lesson 18/19: Friday 29 April

  • As a class, we watched 'Witness'
  • Students to take notes on each of the central characters:
    • Rachel
    • John Book
    • Eli
    • Sam
    • Daniel
  • In particular, consider:
    • How is their identity formed and shaped by those around them?
    • How is their identity formed and shaped by the expectations of those around them?
    • How is their identity formed and shaped by the groups, cultures and traditions to which they belong?
    • What does identity and belonging mean to them?
  • Write down quotes
  • Take notes to help you with Hurdle Task 3.

Lesson 20: Monday 2 May


Lesson 21: Wednesday 4 May

  • Students completed the Attitudes Towards School survey
  • Students began to complete the Witness Ideas Table and Character Table (attached above)

Lesson 22/23: Friday 6 May

  • SAC 2 Handed out and explained
  • Students wrote a practice response exploring the idea: "Some of our identities we lose: we try them on but can't continue with them".

Lesson 24: Monday 9 May

  • Hurdle Task 2 and 3 handed back
  • As a class, we discussed responses to the Witness Ideas Table, Character Table and Vocabulary list

Lesson 25: Wednesday 11 May

  • In groups, students discussed the requirements of specific writing forms

Lesson 26: Thursday 12 May

  • Final questions for Identity and Belonging
  • Opportunity to watch key scenes of Witness again

Lesson 27/28: Friday 13 May

  • Students will complete the SAC

What should you have done for the Creating and Presenting unit?
  1. Create a mindmap for 'identity'
  2. Create a mindmap for 'belonging'
  3. While watching or just after you watch the film, take notes on:
      • What are the important elements of Book's identity? What does he belong to?
      • What are the important elements of Rachel's identity? What does she belong to?
      • The life and practices of the Amish
      • Key scenes in the film
      • Why can't Rachel and Book stay together?
  4. Complete the questions on Five Ways to Disappoint Your Vietnamese Mother Questions - 5 Ways to Disappoint Your Vietnamese Mother.docx
  5. Complete Hurdle Task 1, including the Personal Reflective Writing Diagram
  6. Answer 7 Questions on 'Introduction' to 'An Ordinary Man' (See Creating and Presenting Lesson 7 for more information)
  7. Complete a sentence explaining how your identity can determine how you are treated, with an example from Hotel Rwanda/An Ordinary Man.
  8. Complete a sentence explaining how identity is formed by the choices we make, providing an example from the Kite Runner and from Hotel Rwanda or An Ordinary Man
  9. Complete the Witness Analysis Handout:Witness Analysis.doc
  10. Complete the Witness Scene Analysis Handou Witness scene analysis.doc
  11. Complete the "Identity and Belonging Vocabulary Sheet" attached below (Due Week 1 of Term 2 Identity and Belonging Vocabulary.docx
  12. Read "Veils and Vegemite" and write a paragraph comparing how one idea, relating to identity and belonging, is explored in Witness and how it is explored in "Veils and Vegemite".
  13. Complete and submit Hurdle Task 2, including the expository writing diagram/table, by April 28.
  14. Complete and submit Hurdle Task 3, including the persuasive writing diagram/table, by May 4.
  15. Complete and submit Witness Characters Table.docxby May 6
  16. Complete and submit Witness Ideas Table.doc by May 6

Hurdle Task 1: Imaginative Writing


Personal Reflective Writing.ppt
Personal Reflective Writing Diagram. doc.docx

Examples:
Five Ways to Disappoint Your Vietnamese Mother.pdf

Further help and advice on imaginative writing:

Style
Advice on style and word choice: http://fictionwriting.about.com/od/crafttechnique/a/writingstyle.htm

Hurdle Task 2: Expository Writing


Hurdle Task 2 requires you to write in the expository style.


Hurdle task 2_I&B-2.docx

The Expository Writing Handout, attached below, explains what is required by this style of writing and provides two examples of expository writing. The Model Expository Writing Handout provides an example of how you could write your response to Hurdle Task 2, based on the article "Building Stronger Men the Indigenous Way"
Expository Writing.docx
Model Expository Writing .doc
Building Stronger Men the Indigenous Way.pdf

"Building Stronger Men the Indigenous Way" is an example of the kind of article you could use to complete Hurdle Task 2. Two more examples are:

Note: You cannot use these articles, or any articles discussed in class, as part of Hurdle Task 2.

You may find an article that you can use on the Age or Herald Sun websites:


As Hurdle Task 2 requires you to compare and contrast two items, your chosen article and Witness, you are encouraged to complete the Compare and Contrast Grid, attached below, to organise your ideas.
Compare and Contrast Grid.docx

Hurdle Task 3: Persuasive Writing


Hurdle Task 3 requires you to write in the persuasive style.

You can find a copy of Hurdle Task 3 below.
Hurdle task 3_I&B.docx


To make your piece more persuasive, use the techniques described in the handout below.
Persuasive Techniques Handout.pdf

Witness Resources

Witness the spectator.pdf
Characters in Witness.doc

Links


Brief information about the film:

The Amish