Excerpt from Sec curriculum 2b:

Subject: English Extension.

Module: Module: Texts, Culture and Value 
Elective 1: Literary homelands

Week/ Syllabus Teaching, learning and assessment Adjustments and Resources

Sequence Content extensions
English Extension Introduction to the module: Texts, culture and Adjustment  Laptops
Week 1 Stage 6 (year 11) value strategies:  Books
 Pens
Stage 6 – Speech-to-text
Why is culture significant today?
Outcome 3 function on devices
Students: for students who
Students reflect upon this question during the
may struggle with
introductory lessons of this unit. They are encouraged to
Develop and the writing activities.
think critically about how texts explore culture and
apply contextual
cultural values to communicate important messages.
knowledge Class debate:
Students will use their background knowledge of
students can choose
 consider why cultural texts, and how they are used to uncover hidden
to do a debate-style
particular texts cultures and values.
discussion for the
may be perceived group discussion.
as culturally The learning activities in this week will consist of:
significant
S6E1103DA2 o Group discussions relating to primary question:
Why is culture significant today?

Engage Students will discuss the question and share their

personally with answers/thoughts with their peers.
texts
o Written response (either hand-written or
  apply creative digitally) on either one of the questions:
and critical
thinking to “Why is culture significant today?”
enhance the or
quality of their “What is the role of culture?”
responses and
compositions Students will share their answers with the class. The
S6E1103RC2 activity allows students to think deeply about the
module and the importance of culture.

Stage 6 – Students are to share their work with their peers, who
Outcome 1 are to then provide their thoughts (response-style) on
the responses.
Students:
o 5-minute brainstorm activity: Places where
Develop and culture and values are depicted.
apply contextual Students can begin thinking about where culture
knowledge and personal values might be embedded. This can
help them start thinking about how texts
 critically incorporate aspects of culture and how they are
analyse and shaped by culture and personal values.
appreciate how
content, and the Learning prep: Students choose any text to bring to the
 ways in which it next lesson. They will discuss how the text is shaped by
is represented, culture and values and how its context and time has
may be value- shaped this.
laden and shaped
by context Numeracy/ICT:
S6E11O1DA1
o Timeline activity:
Stage 6 – Students are to use their laptops for this activity. The
Outcome 2 teacher shares a timeline on google docs with all
students. Students are to access this and use their
Understand and chosen texts to complete the timeline. They will include
apply knowledge the date that the text was written, and beneath it, state
of language the culture and values that are explored in the book.
forms and
features Once the timeline is complete, discuss as a class how a
text’s culture and values change with its time and
  experiment
context.
with language
choices, textual Literacy:
form and genre
for familiar or o Writing activity:
new contexts Students choose an excerpt from their chosen text
S6E1102UA3 that depicts values and culture, and will re-write it
to reflect more modern culture and values. They will
reflect upon the question:
“How might the character’s perspectives and word
choice be different in today’s time?”

Homework:
Students are told to watch the film ‘Lion’ at home
before next week’s lesson.
Introduction to the elective: Literary homelands. Adjustment  Projector
Stage 6 – strategies:  Books
Week 2 Outcome 3 This week, students will be introduced to the chosen  Pens
Students: elective – Literary homelands. Students will explore the Differentiated  Laptops
type of language used by writers to demonstrate question for
Develop and cultural values and strong connections to their culture gifted/talented
apply contextual and place. Students will use their background students regarding
knowledge knowledge and metalanguage to identify ways in which Eileen Chong’s poem
writers do this. Teachers will integrate the range of analysis activity:
 consider why activities to help students develop their skills:
particular texts How might Eileen
may be perceived Chong do this
as culturally o 5-minute brainstorm: differently?
significant Students are to brainstorm what they think is
S6E1103DA2 meant by ‘Literary homelands’. What might this The question
elective involve? encourages students
Respond to and to think beyond the
compose texts o Close-study of scene from ‘Lion’: box and use their
Students are shown the following reunion background
 support critical knowledge on poetic
scene from the movie ‘Lion’:
interpretations of techniques to think
texts through https://www.youtube.com/watch?
about the different
sustained v=Fa8MOIZu7f4 possible ways that
argument and the writer can
relevant detailed Students will answer the following questions: emphasise her
textual analysis
S6E1103RC1 1. What are some of the themes culture through
explored in this scene? language and
structure.
 reimagine and 2. After watching the scene, how does
re-create texts by the director express Saroo’s Captions on the
experimenting connection to his ethnicity and video are activated
with perspective, homeland? for students with
point of view, hearing
style and context 3. What are some ways in which the
theme of place is explored? Give loss/needs.
to demonstrate
how values are examples.
maintained and Speech to text
changed function available
S6E1105RC1 o Writing activity: for students who
Students watch a video clip from ‘Lion’ on YouTube: need it.
https://www.youtube.com/watch?
v=Fa8MOIZu7f4 Poem to song
Students will write a short descriptive piece from the translation –
perspective of Saroo. They are to consider how Saroo Students can
might perceive his culture and cultural values in the choose to re-write
moment and express his connection to his homeland in
their chosen
the moment.
stanza from
Students are introduced to the prescribed text for Chong’s poem and
the elective: Eileen Chong’s poetry. turn it into a song
instead.
o Google Earth writing activity:
Students are shown the video clip from ‘Lion’:
https://www.youtube.com/watch?v=gFfXdXTxduw
Students are to use Google Earth as a writing stimulus.
They are to choose a specific place that they have a
cultural and/or personal connection to, and use the
place as a stimulus to write a short memory piece and
express their connection to.

Students use Google Maps to choose a place that

they are familiar with

o Poem analysis: Eileen Chong’s poem:

‘Mid-Autumn Mooncakes’

Students will get into groups of 3 and read the poem

together. They will be asked to identify and discuss one
of the important themes of the poem – belonging to a
culture.
Students will identify the language used to
communicate the writer’s belonging to her culture and
homeland.

Questions to answer regarding Mid-Autumn

Mooncakes:

1. How does Eileen Chong express her sense

of belonging to her culture in this poem?
 2. What poetic techniques are used to depict
her culture? How might you do this
differently?

Here, students are encouraged to think creatively about

the different ways in which the poem can be written to
express a belonging to culture. This will help prepare
them for their final creative assessment task.

o Short Poem editing activity:

Students are given a few minutes to edit any two
chosen stanzas from the poem and edit its context
and language to represent a different culture
and/or values – this may be one that represents the
students’ own culture, or student’s own personal
values.
Some students are also given the opportunity to
translate this aspect of the poem into a song
instead.

This will allow students to utilise different language and

poetic techniques to create a new context using the
same poem structure. It will allow students to think
creatively about the different ways that texts can
incorporate culture. Students will be encouraged to
share their pieces with the class through Google docs.