Achievement Standard

Year 8 Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.

Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.

Productive modes (speaking, writing and creating)

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.

Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

1. Overview

For the Student

In this Learning Module you are going to read and respond to the novel 'Trash' by Andy Mulligan. Through discussion in class, in your reading groups and online, you will analyse the novel. Your final assessment will be an essay.

Focus Questions

Our main inquiry focus is: Can doing something wrong be right?

We will also focus on the following questions:

What is the novel about?

How are the characters developed?

How does the author present the information?

Learning Intention: To draw on your background knowledge as you imagine the worst place in the world to live.

Comment: Imagine the worst place in the world you could live. In your response explain the following:

What it so awful about it?
Why do you think you would not like it?
Do you think others would feel the same as you? Why/why not?

Read your peers' responses. Comment on at least 2 other students' comments, explaining why you would/wouldn't like living there. Start with @Name, inserting the student's name so they know you are commenting on them.

Fig. 1: Student commenting on an Update

For the Teacher

This learning module was designed using the Learning by Design framework (Kalantzis and Cope) which is based on Multiliteracies theory.

Experiencing the known is valuing the prior knowledge of students. It builds upon their background knowledge of the topic.

This learning module uses Pattern Partnered Reading - Critical Literacy Enhancing Students Comprehension of Text, McLaughlin and DeVoogd (2004).

Australian Curriculum Content Descriptions

Literacy: Creating Texts

Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Australian Curriculum: General Capabilities

Critical and Creative Thinking

Imagine possibilities and connect ideas (Level 5)

draw parallels between known and new ideas to create new ways of achieving goals

Thinking about thinking (metacognition) (Level 5)

assess assumptions in their thinking and invite alternative opinions

Transfer knowledge into new contexts (Level 5)

justify reasons for decisions when transferring information to similar and different contexts

2. Living on a Dump

For the Student

Learning Intention: To imagine the living conditions of the characters in the novel.

What would it be like to live in a dump? Using the Y-Chart, imagine what it would be like to live on a rubbish dump. What would it look like, feel like and smell like?

Fig. 2: Y-Chart

Comment: Share some of your ideas about what the strongest sense would be for you. Read and respond to at least 2 other students, explaining why you agree or disagree with them.

For the Teacher

In this 'experiencing the known' activity, students use the Y Chart to think about the question, using a variety of senses. This activity is designed to encourage students to think about the physical environment, how it feels and smells as well as what it looks like.

Y Chart

Analysing the obvious features of something. An extension of the Y chart is the X chart which includes Thinks Like or Tastes Like as well as Sounds Like, Smells Like and Looks Like.

Australian Curriculum General Capabilities

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

Fig. 2a: Example of a Y-Chart

3. The Garbage Children of Cebu

For the Student

Learning Intention: To understand why people are forced to live in rubbish dumps.

Media embedded July 2, 2015

Comment: After viewing, respond below. How do you feel? Share your thoughts in the comment box. Read and respond to at least 2 other students, building on their ideas about why people are forced to live in rubbish dumps.

Then, Using the 5 whys strategy, think about the people in the clip. Ask 5 questions that start with 'why' about their lives.

For example:

Why do they living on a rubbish dump? Because they are so poor.
Why are they so poor? Because they don't have a job.

Insert 5 Whys File

Figure 3: 5 Whys

For the Teacher

In this 'experiencing the new' activity, students view and respond to a text. This input is designed to broaden their experiences and knowledge.

The clip can be quite confronting so it is important to allow the students to respond openly to the clip; you may like to do this initially in a circle time discussion. After the students have shared their feelings and thoughts, they respond using the Five whys teaching strategy. Using open-ended questions enables students to bring their own knowledge and experiences to the text.

Five Whys

The 5 Whys is a simple problem-solving technique that helps you probe for information and get to the root of a problem quickly. Based on a Japanese philosophy, the 5 Whys strategy is about thinking long-term and looking both ahead and behind, not just in the present. This can be done in twos or threes with the third person being a silent observer. One person takes the role of questioner and the other answers the questions. The questions and answers can be recorded for further discussion and or a final reflection. Very often, the answer to the first “why” will prompt another “why” and the answer to the second “why” will prompt the third “why” and so on. It can show the role of questions beginning with “why” and deepen thinking.

Fig. 3a: Example of a response to a Five Whys activity

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Australian Curriculum General Capabilities

Critical and Creative Thinking

Pose questions (Level 5)

pose questions to probe assumptions and investigate complex issues

Identify and clarify information and ideas (Level 5)

clarify information and ideas from texts or images when exploring challenging ideas

Thinking about thinking (metacognition) (Level 5)

assess assumptions in their thinking and invite alternative opinions

Personal and Social Capability

Appreciate diverse perspectives (Level 5)

acknowledge the values, opinions and attitudes of different groups within society and compare to their own points of view

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

Australian Curriculum Cross-Curricular Priorities

Asia and Australia's engagement with Asia

4. The Toughest Place to be a Bus Driver

For the Student

Learning Intention: To understand some of the challenges in the setting of the novel.

Watch the BBC documentary 'Toughest place to be a bus driver'.

Challenges	Explain how these challenges are depicted (shown) in the documentary

Retrieval Chart

Create an Update in Scholar where you write one PEC paragraph about 'The Toughest Place to be a Bus Driver'. Your paragraph should cover the following points:

The challenges faced by different people in the show, e.g. The bus driver from London, the Jeepney driver and his family, other people you saw in Manila.
Your feelings and opinions about the documentary. Were you surprised, interested, shocked etc?

Fig. 4: Buses in Manila

For the Teacher

In this 'experiencing the new' activity, students view and respond to the BBC documentary 'The Toughest Place to be a Bus Driver'. This film is set in the Philippines, which is the setting of the novel. This activity will help give students knowledge about the setting of the novel.

As they watch the film, ask them to fill in a retrieval chart. This will enable students to bring their own knowledge and experiences to the text.

Key areas to focus on:

Housing
Traffic and vehicles
Wages
Big families/over population

Throughout the viewing you may need to stop and explain important points or vocabulary.

These include:

Jeepney - American jeeps which were left behind at the end of World War Two; these were then turned into buses still used today.
Role of the Catholic church and contraception

Following the film, allow the students to individually reflect on the program through a journal reflection and class discussion.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literacy: Creating texts

Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Australian Curriculum General Capabilities

Critical and Creative Thinking

Identify and clarify information and ideas (Level 5)

clarify information and ideas from texts or images when exploring challenging ideas

Personal and Social Capability

Appreciate diverse perspectives (Level 5)

acknowledge the values, opinions and attitudes of different groups within society and compare to their own points of view

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

Australian Curriculum Cross-Curricular Priorities

Asia and Australia's engagement with Asia

5. Predict

For the Student

Learning Intention: Use evidence provided to predict what you think the novel will be about.

Look at the front cover. Think about the colours used in the image. Read the blurb on the front cover.

Figure 5: Trash by Andy Mulligan

Make a prediction, what do you think the novel is about?

Comment: Share your prediction. Read and respond to 3 other students, using evidence from the novel to explain why you agree or disagree with their prediction.

Watch the trailer without the sound on.

Media embedded June 30, 2015

Using the Voice Memos app on your electronic device record a soundtrack and a voice over for what you think the narrator might be saying about the book throughout the unit.

Create an Update where you upload your voice memo, sharing it with the class. Listen to at least 2 other students' voice overs and give feedback on their strengths and ideas for improving them.

For the Teacher

Predicting is an important reading strategy. First Steps - Reading Resource Book states that:

Predicting helps readers to activate their prior knowledge about a topic, so they begin to combine what they know with the new material in the text. Predictions are based on clues in the text such as pictures, illustrations, subtitles and plot. Clues for predictions will also come from readers’ prior knowledge about the author, text form or content. Students should be able to justify the source of their predictions. Readers can be encouraged to make personal predictions before and during reading. During reading, effective readers adjust and refine their earlier predictions as new information is gathered and new connections are made. Predictions are usually related to events, actions or outcomes and will be either confirmed or rejected once the text has been read. Students can also use predicting to identify unknown words either before or after decoding. These types of predictions are usually based on the context clues; students need to determine whether the word makes sense in the text.

In the voice over activity encourage students to think about the timing; having them try to verbalise their prediction will help students bring in their prior knowledge and experiences.

Example of a student's prediction (2015)

Media embedded January 18, 2016

Australian Curriculum Content Descriptions

Literature: Creating literature

Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Literacy: Interacting with others

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)

Literacy: Creating texts

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Australian Curriculum General Capabilities

Critical and Creative Thinking

Identify and clarify information (Level 5)

clarify information and ideas from texts or images when exploring challenging issues

Think about thinking (metacognition) (Level 5)

assess assumptions in their thinking and invite alternative opinions

6. Part One - Chapter One

For The Student

Learning Intention: To understand narrative structure by reading and responding to chapter 1.

Read chapter 1 as a class.

After reading share your thoughts with your partner.

In pairs, decide what part of the narrative structure you just read.

Remember that the narrative structure is:

Orientation
Complication
Climax
Resolution

Comment: Share which part of the narrative structure chapter 1 was. Use evidence from the novel to support your ideas. Read one other student's comment and state why you agree or disagree with them, using evidence from the novel to support your opinion.

Create a concept map that shows what the boys search for in the rubbish dump. As an extension, you can create an Update and add your concept map (take a photo and upload it). Look at other students' concept maps and comment on them.

Fig. 6: Searching a rubbish dump in Brazil

For the Teacher

In this 'conceptualising by naming' activity, students work in groups to identify the narrative structure, using evidence to support their ideas.

They then name the things the boys look for when they are searching the rubbish dump. This simple activity will help assess what the students have understood as they read.

Students can use a variety of apps to create the concept map, however, we've found that this activity works best on paper. While the students are creating their concept map, the teacher (with guidance from the students) should create a concept map on the classroom wall. Students will add to this concept map throughout the unit. Also students may photograph their concept maps and post them in an Update in Scholar.

Figure 6a: Concept Map

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

7. Part One - Chapter Two

For the Student

Learning Intention: To understand what money can buy by reading and responding to chapter 2.

Read chapter 2. Highlighting/making notes as we read.

After reading chat with a partner about what you just read.

Then with your partner, work out: How much is eleven hundred (11 000) pesos? Using the internet convert 11 000 Phillipine Pesos (PHP) in Australian Dollars (AUD).

Figure 7: Conversion Rate

Use examples from the novel to find what the boys could buy with their money.

Amount in PESOS	What they can buy	Amount in DOLLARS	What you can buy

Refer back to your concept map. What is important about the bag? Use a different colour to expand on your concept map. Theorise what the items could have been used for, why the owner may have them or what they boys may use them for.

Highlight this quote in the book (the last bit of chapter 2).

Figure 7a: Chapter 2 quote

Comment: What does the quote mean to you? Explain your answer. Read and respond to at least 2 other students, commenting on ideas that extend your understanding of the quote.

For the Teacher

This 'conceptualising by naming' activity allows students to understand the value of the money found; this will help them increase their own knowledge and make sense of the amount and what this meant to the children.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Personal and Social Capability

Appreciate diverse perspectives (Level 5)

acknowledge the values, opinions and attitudes of different groups within society and compare to their own points of view

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

Australian Curriculum Cross-Curricular Priorities

Asia and Australia's engagement with Asia

8. Part One - Chapter Three

For the Student

Learning Intention: To analyse your own questions to ensure they require critical thinking.

Read chapter 3. Highlight and make at least 3 notes as you read.

Figure 8: Chapter 3 quote

Take a screen shot of your quote and notes like we have. Create an update sharing these quotes. Give it a title, Part 1 - Chapter 3 (Quotes).

Write 3 fat questions.

Using the Bloom's Taxonomy sheet, decide what type of questions you have asked.

Figure 8a: Bloom's Taxonomy

Add your questions to the line.

Fig. 8b: Bloom's Line

Share with your partner.

Comment: Share at least one of your fat questions. Then answer at least two other questions.

For the Teacher

In this 'conceptualising by naming' activity, students read and make notes. Making notes is an important strategy that students need to learn. Making notes can help to increase students' understanding of the story, make connections and improve their predictions. Students can read the text, making notes as they read or they can read and then skim the text, adding their notes. Students should take a screenshot of each note sharing these in an Update.

After reading and sharing their quotes, the students write 3 fat questions. Fat questions need more than a yes or no answer. After writing their questions, using the Bloom's Taxonomy guide, they add them to the Bloom's Taxonomy line. The types of questions will help give you more data about the students. Students should be moving to interpretative questions.

Bloom's Taxonomy Guide

Bloom's Taxonomy Line

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Critical and Creative Thinking

Pose questions (Level 5)

pose questions to probe assumptions and investigate complex issues

Australian Curriculum Cross-Curricular Priorities

Asia and Australia's engagement with Asia

9. Part One - Chapter Four

For the Student

Learning Intention: To identify and infer big ideas in the novel through sketches based on chapter 4.

Read chapter 4. Highlight/make notes as you read.

Take screenshots of your quotes and notes uploading them to your own Update in Scholar.

Read - Pause - Sketch

Sketch an idea from the section of text your just read. It might show the character Rat, where he lives or the three boys talking together. However, it must also represent an important idea or theme in the novel such as the need for secrecy or whether doing something wrong can be right.

Add quotes around the image that support your ideas.

Take a photo of your sketch and share it in an Update. View and respond to at least 3 other students. In your responses to other students, comment on an important idea from the novel that you can see is represented in the image. If there is not one, perhaps you can suggest one.

Figure 9: Student sketch of Rat showing the dilemma of what to do with the money (2015)

For the Teacher

Drawing the images is a great way to assess students' comprehension levels, in this 'conceptualizing by naming' activity, you are asking students to read and visualise what they're read. Getting the students to add quotes around their image can also support their reading and help them to question what they are visualisng versus what was written. Creating an Update in Community enables the students to add an image to their post and share them with their peers. If it is difficult for students to scan and post their images, they could be displayed around the room instead; students could then walk around and discuss them with a partner, identifying similarities and differences.

Read - Pause - Sketch

Partners take turns reading a page silently or orally. After reading each page, they pause and each sketches an idea from that page of text. Then the partners share and discuss their drawings. (A blackline master that contains multiple sketching spaces facilitates this process.) This continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

Australian Curriculum Cross-Curricular Priorities

Asia and Australia's engagement with Asia

10. Part One - Chapter Five and Six

For the Student

Learning Intention: To comprehend the deeper meaning of the novel by reading and responding to chapters 5 and 6.

Read chapters 5 and 6. Highlight/make notes as you read.

Read - Pause - Connect

Reflect on chapters 5 and 6. Post an update - write at least one paragraph. Use the double entry journal guide to help scaffold your paragraph.

From the text	From your mind
a passage interesting language quote key event critical fact main idea problem or conflict	a reaction a theory or hypothesis a comparison an explanations a discussion of significance a discussion of reactions to the text

Read - Pause - Summarise

Comment: Write one PEC paragraph summarising what has happened in chapters 5 and 6. Read other students' paragraphs and comment on one that you think is good, explaining why.

Look back at chapter 6. Write 2 fat questions, sharing with your table. Categorise your question on the Bloom's Line. Answer 1-2 questions at your table.

Fig. 10: A shanty town at a rubbish dump in South Africa

For the Teacher

By this stage students should be reading more independently, working on the activities in pairs. Students who finish early can come back and read and respond to other students' answers.

Double entry journal

This type of journal consists of two parts. On the left hand side, students record interesting parts or facts from the text, excursion, film, demonstration, experiment or talk. On the right hand side they record their responses and reactions. Variations include: Author’s main points/Question you want to ask; Literal/Inferential statements; Facts/Inferences; In the text/My connections.

Read - Pause - Make Connections

Partners take turns reading a page silently or orally. After reading each page, they pause to make and share text-self, text-text, or text-world connections. When using this pattern, students can use connection stems, such as 'This reminds me of ...', 'I remember an experience I had like that,' 'I remember another book I read about this.'

Read - Pause-Retell or Read -Pause-Summarise

Partners take turns reading a page silently or orally. After reading each page, they pause and the listening partner retells what happened on that page (narrative text) or summarises (information text). This process continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Critical and Creative Thinking

Pose questions (Level 5)

pose questions to probe assumptions and investigate complex issues

Think about thinking (metacognition) (Level 5)

assess assumptions in their thinking and invite alternative opinions

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

Australian Curriculum Cross-Curricular Priorities

Asia and Australia's engagement with Asia

11. Part Two: Chapter One

For the Student

Learning Intention: To use evidence from the novel to make a prediction about what will happen next.

Read chapter 1. Highlight/make notes as you read.

Comment: Write a one paragraph prediction based on what you have read of the story so far. You might like to address the following questions:

What do you think the boys were looking at on Father Juilliard's computer?
What could Gabriel Olondriz be in prison for?
What do you think will happen next?

Read at least one other student's prediction that you liked, explaining what evidence made you think it was a good prediction.

Fig. 11: The predicting reading strategy is not guessing; it is using evidence from the text to think about what might happen next.

For the Teacher

Students should continue to work more independently and in pairs. Students who finish early are encouraged to revisit other students' work later to read and respond.

Australian Curriculum Content Descriptions

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

12. Part Two: Chapter Two

For the Student

Learning Intention: To connect to the text by reading and responding to chapter 2.

Read chapter 2. Highlight/make notes as you read.

Read - Pause - Reflect and Discuss

Comment: What did you think of the events in the chapter? Were you surprised by what happened? How would you have reacted to a situation like this? What would Raphael do now? Write a PEC paragraph response.

Figure 12: Chapter 2 quote

For the Teacher

Students should continue to make notes as they read, sharing these in an update on Scholar. Students who finish early should be encouraged to read and respond to other students' notes, discussing the different quotes that were highlighted and the notes they created.

Read - Pause - Discuss

Partners take turns reading a page silently or orally. After reading each page, they pause. Each asks the other a question about the section of the text just read, to which the other partner responds. This process continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Ethical Understanding

Consider points of view (Level 5)

draw conclusions from a range of points of view associated with challenging ethical dilemmas

Australian Curriculum Cross-Curricular Priorities

Asia and Australia's engagement with Asia

13. How did the Author Create Tension?

For the Student

Learning Intention: To understand how the words create tension in the novel.

How did the author create tension? Complete the retrieval chart below.

Technique	Example	Effect
Short sentences
Repetition
Italicised thoughts
Dialogue
Metaphor
Strong final sentences

Plot the tension in the novel. Add dot points to show the event in the novel when the tension increases.

Figure 13: Plot line graph

Comment: Summarise your findings and answer the question, how did the author create tension? Read and respond to at least 3 other students, building on and adding to their ideas where possible.

For the Teacher

Chapter 2 of part 2 details an intense police interrogation. Choose a section of text from the interrogation and have students analyse the mode, field and tenor using a retrieval chart. This allows them to reflect on the author's choice of words and use of descriptive langauge to maintain and build tension.

Mode, field and tenor

Analyse a text by identifying its features and their effects. Consider the features of linguistic, visual, audio, spatial and gestural modes.

Mode is the linguistic, visual, audio, spatial and gestural devices used.
Field is an explicit example from the text.
Tenor is the effect/s on the audience.

To help support all students, we chose to differentiate the retrieval chart. There are three different levels and a blank one below.

Mode, Field and Tenor (High)

Mode, Field and Tenor (Meduim)

Mode, Field and Tenor (Low)

Mode, Field and Tenor (Blank)

Possible Answers

Technique	Example	Effect
Short sentences	What could anyone do? Rat had the envelope. Rat had the ID. Time passed. Nobody looked up. I was put in a chair. I shook my head. Everyone's happy. I did not find a bag. I found money. I nodded. I could not speak. Valuable or trash? My legs got stronger.	Makes it more intense and more scary. Makes you read it quicker and makes you more interested.
Repetition	"Where is the bag? "Yes sir, yes sir "I haven't done anything". "I'm sorry. I'm sorry."	Makes reader concerned. Makes reader feel the emotions that he is feeling.
Italicised thoughts	What plans do they have for me?	It makes it easy to find. Stands out. Inside his head.
Dialogue	'You can read, can you? said the man in the suit. 'This piece of shit can read?' 'Yes, sir, I can read!' 'How's that? Huh?' He stood opposite me, leaned in and lifted my face. I could smell his cigarettes and his sweat. 'Who taught trash like you to read? What's your name?' 'Raphael, sir - ' 'Who taught you to read?' 'Gardo, and my auntie.' 'What kind of bill? What address?' 'I didn't see, I didn't look.' 'How much money?' 'Eleven hundred.' 'Exactly eleven hundred? How many notes?' 'One five, six ones.' 'Where are they now?' 'I gave them to my auntie. I kept one for myself. 'What about the bag?' 'No bag, sir.'	Makes it more intense. Makes the reader ignore the other stuff and focus on the two talking. Feels like rapid-fire questions which increases the tension. Moves quickly.
Metaphor	'This piece of shit can read?' '... breadwinner, ...' 'You are a piece of garbage.'	To show the audience that the police officer thinks Raphael is worthless. Shock value
Strong final sentences	My legs got stronger. I knew then that I could run forever.	Gives the reader hope. Raphael has been made stronger due to this experience.

Australian Curriculum Content Descriptions

Language: Language for interaction

Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)

Language: Expressing and developing ideas

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language(ACELA1537)

Literacy: Texts in context

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

14. Part Two: Chapter Three and Four

For the Student

Learning Intention: To infer what is happening in the story based on clues, mysteries and facts.

Read chapter 3 and 4. Highlight/make notes as you read.

Write down 8 clues, mysteries, facts or pieces of information that you know about the story. After recording your own facts, find out what your peers know and add those facts.

Facts I know	Facts that my peers know

Add what you know about the mystery to your concept map. Remember to add:

Gabriel Olondriz
Colva Prison
the contents of the station locker

Comment: What fact do you think will be very important in solving the mystery? Comment on other students' opinions, explaining why you agree or disagree with them.

Figure 14: Inferring involves using clues in the text.

For the Teacher

This 'analyzing critically' activity allows students to share their ideas but also supports the students, valuing what each student knows and helps them make connections that they may not have yet made.

Give one, get one

Give One/Get One allows struggling students to gather new knowledge and information about a content topic. Since students share information and question each other, all students in the classroom—regardless of ability levels—can reap positive rewards from this strategy. The strategy can be used during the study of a lesson to reinforce key concepts or as a review after completing a unit of study

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Imagine possibilities and connect ideas (Level 5)

draw parallels between known and new ideas to create new ways of achieving goals

15. Part Three: Chapter One and Two

For the Student

Learning Intention: To look closely at the word and sentence level to help you comprehend the novel.

Read chapter 1 and 2. Highlight/make notes as you read.

Read - Pause - Bookmark

Comment:

Note something interesting or confusing (explain).
Choose 3 interesting words and define them (use a dictionary).
Choose a sentence that you feel reflects how the characters are feeling at the time. Quote the sentence and explain its importance.

Read other students' comments and comment on one that interests you. Explain why.

Fig. 15: Read-Pause-Bookmark helps you to look closely at the words and sentences to make meaning of the novel

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Bookmark

Partners take turns reading a page silently or orally, pausing periodically to complete bookmarks noting the most interesting information: something that confused them, a vocabulary word they think the whole class should talk about, or an illustration, graphic, or map that helped them to understand what they read.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

16. Part Three: Chapter Three and Four

For the Student

Learning Intention: To capture the big ideas/themes in chapters 3 and 4 of the novel through an image.

Read chapter 3 and 4. Highlight/make notes as you read.

Read - Pause - Sketch.

Sketch Colva, Colva Prison interior, Sister Olivia walking through the cell. Take a photo of your sketch. Upload it to an Update in Scholar. Explain what you have included and the ideas that are represented. Comment and respond to at least 2 other students, explaining why you like their sketch.

Figure 16: Student sketch of inside Colva Prison (2015)

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Sketch

Partners take turns reading a page silently or orally. After reading each page, they pause and each sketches an idea from that page of text. Then the partners share and discuss their drawings. (A blackline master that contains multiple sketching spaces facilitates this process.) This continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

17. Part Three: Chapter Five and Six

For the Student

Learning Intention: To use evidence from the novel to summarise chapters 5 and 6.

Read chapter 5 and 6. Highlight/make notes as you read.

Read - Pause - Discuss

Add to your concept map. What new details about the mystery have we learnt? Add quotes to help support your ideas. Remember to add page numbers to all your quotes.

Comment: Share one important idea from your discussion. Then comment on 1-2 students' comments, noting any new ideas that you learnt.

Fig. 17: Have you worked it out?

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Discuss

Partners take turns reading a page silently or orally. After reading each page, they pause. Each asks the other a question about the section of the text just read, to which the other partner responds. This process continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

18. Corruption

For the Student

Learning Intention: To define what corruption is and understand how it works.

View the following videos on corruption.

Media embedded January 18, 2016

In a class discussion, share what you found interesting about the videos.

View the image that appeared in the second video. Locate the Philippines.

Figure 18: Map of Corruption

As a class, discuss what corrupt events have occurred in novel.

Comment: Share your definition of corruption and an example of corruption (this can be from the novel or real life). Comment on a definition that you think is good, adding to it if you can.

For the Teacher

This 'experiencing the new' activity is really important. If a student is absent from school, ensure that they are able to catch up and learn about what corruption is. Making links within the novel as well as in the real world should support students' understanding.

Australian Curriculum Content Descriptions

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Ethical understanding

Explore rights and responsibilities (Level 5)

Analyse rights and responsibilities in relation to the duties of a responsible citizen

Consider points of view (Level 5)

Draw conclusions from a range of points of view associated with challenging ethical dilemmas

19. Part Three: Chapter Seven and Eight

For the Student

Learning Intention: To use evidence from the novel to make a prediction about what will happen in chapters 7 and 8.

Read chapters 7 and 8. Highlight/make notes as you read.

Read - Pause - Predict

Comment: Write a PEC paragraph prediction based on what you have read so far. Include:

How are Senator Zapanta and Jose Angelico linked?
What has been accomplished?
What has happened to Sister Olivia?
What will the boys do next?

Read at least one other student's prediction that you liked, explaining what evidence made you think it was a good prediction.

Fig. 19: Predicting is a synonym for anticipating

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Predict

Partners begin by making predictions based on the cover and title of the book. Next, they take turns reading a page silently or orally. After reading each page, they pause to confirm or revise their predictions and make new predictions about the next page. This process continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

20. Part Three: Chapter Nine

For the Student

Learning Intention: To use evidence from the novel to summarise chapter 9.

Read chapter 9. Highlight/make notes as you read.

Read - Pause - Retell/Summarise

Comment: Write 4 dot points retelling what the boys have found out in chapter 9.

Add information to your concept map.

Fig. 20: What do the boys discover?

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Retell/Summarise

Partners take turns reading a page silently or orally. After reading each page, they pause and the listening partner retells what happened on that page (narrative text) or summarises (information text). This process continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722

21. Part Three: Chapter Ten

For the Student

Learning Intention: To infer deeper meaning of the novel in chapter 10.

Read chapter 10. Highlight/make notes as you read.

Read - Pause - Analyse

With a partner, discuss: Gordo, Rat and Raphael lied to Sister Olivia. What happened to her as a result of their lies? Do you think this was right? Can doing something wrong be right?

Comment: Explain what you think Olivia means when she writes this at the end of chapter 10? Read 1-2 other students' explanations and comment on whether you agree or not and why.

Figure 21: Chapter 10 quote

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read-Pause-Analyse

Australian Curriculum Content Description

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Ethical Understanding

Consider points of view (Level 5)

draw conclusions from a range of points of view associated with challenging ethical dilemmas

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

22. Part Four: Chapter One, Two and Three

For the Student

Learning Intention: To analyse the big ideas/theme

Read chapters 1, 2 and 3. Highlight/make notes as you read.

Read - Pause - Analyse

Comment: In these chapters the boys break the law. Think again about the main inquiry question of this learning module: Can doing something wrong be right? What do you think of this? Are the boys' crimes justified? Provide reasons for your opinion. Then comment on another student's comment, explaining why you agree or disagree with them.

Figure 22: Doing what is right

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Ethical Understanding

Consider points of view (Level 5)

draw conclusions from a range of points of view associated with challenging ethical dilemmas

23. Part Four: Chapter Four

For the Student

Learning Intention: To identify and infer big ideas/themes in the novel through sketches based on chapter 4.

Read chapter 4. Highlight/make notes as you read.

Read - Pause - Sketch

Sketch an idea from the section of the text just completed. Take a photo of your sketch and upload it in an Update in Scholar. Discuss what you tried to show in your drawing, adding quotes from the text. Respond to at least 2 other students' drawings, identifying the big ideas/themes that you can see in their sketches.

Figure 23: Map of Manila

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Sketch

Partners take turns reading a page silently or orally. After reading each page, they pause and each sketches an idea from that page of text. Then the partners share and discuss their drawings. (A blackline master that contains multiple sketching spaces facilitates this process.) This continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

24. Part Four: Chapter Five and Six

For the Student

Learning Intention: To comprehend chapters 5 and 6 by making connections between them and your own experiences.

Read chapters 5 and 6. Highlight/make notes as you read.

Read - Pause - Make Connections

Comment: Reflect on chapters 5 and 6. Write a paragraph, beginning with one of the following:

This reminds me of ...
I remember and experience I had like that ... (explain)
This reminds me of another book/movie I read/I saw ... (explain)
As I read this I was feeling/thinking ...

Then read other students' comments and comment on one that you liked or agreed with, explaining why.

Figure 24: ...we all crossed to the next roof, a TV aerial helping us swing down silently. There were wires stretching across, but we all knew not to touch them in case they were bad electrics - once you've had a zap off a power line you go careful.

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Make Connections

Partners take turns reading a page silently or orally. After reading each page, they pause to make and share text-self, text-text, or text-world connections. When using this pattern, students can use connection stems, such as 'This reminds me of ...', 'I remember an experience I had like that,' 'I remember another book I read about this.'

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

25. Part Four: Chapter Seven

For the Student

Learning Intention: To comprehend chapter 7 of the novel by summarising it.

Read chapter 7. Highlight/make notes as you read.

Read - Pause - Summarise

Discuss the following with your pair/group.

Who was Fredrico Gonz and what did he do?
List 2 main points from the 'Star Extra'?
List 2 main points from the 'Inquirer'
List 2 main points from the 'Daily Star'
List 2 main points from the 'University Voice'
Which newspaper liked Zapanta the most? Why do you think this?
Which newspaper like him the least? Why?

Comment: Why is this chapter important? Share some ideas from your discussion. Then read other students' comments and identify one or two that gave you some new ideas.

Figure 25: Where has the money gone?

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Summarise

Partners take turns reading a page silently or orally. After reading each page, they pause and the listening partner retells what happened on that page (narrative text) or summarises (information text). This process continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722

26. Day of the Dead

For the Student

Learning Intention: To understand the importance of context in the novel, particularly the importance of the 'Day of the Dead'.

Read the following information:

All souls day in the Philippines

In the Philippines, All Souls' Day is known as Araw ng mga Patay (literally meaning Day of the Dead). November 1st and 2nd are two of the most important days in the Filipino calendar. Those two days represent a celebration that has close ties to the Catholic Church and the Spanish occupation. The day of November 1st is All Saints Day and November 2nd is All Souls Day. These two days are marked for the remembrance of relatives that have passed on and the celebration of their lived. During the day families take time to pray for the souls od the deceased and pay their respects. After all the hard work the family members eat a picnic style meal in the cemetery which is closer to a feast than a meal. There are usually people playing games, telling stories, and lots of kids around. The atmosphere is anything but somber since this a celebration of the dead.

In the US, people ask you "What are you gonna be for Halloween?" But in the Philippines, people ask you "What time should we meet at the cemetery?

Although there are some who actually celebrate Halloween in the Philippines by partying or getting dressed up in a costume, most people simply do so by staying at the cemetery for a few hours, or maybe even the whole day/night. And this goes on from the 31st of October, where people start visiting relatives who have passed away and cleaning their tombs, and goes all the way to 2ND of November, or more commonly known as All Saints’ Day. I think this is mainly because most Filipino families are Catholics and have been colonized by the Spaniards for over 300 hundred years, therefore this tradition is almost similar to the Mexican concept of the Day of the Dead.

And during this time, families get to spend time together that it's kind of a clan reunion. The mood is usually happy and light, and it's more of a positive idea of remembering relatives who have passed away.

Figure 26a: Day of the Dead

Figure 26b: Day of the Dead

Figure 26c: Day of the Dead

Watch the video:

Media embedded July 14, 2015

Comment: What is one fact you know about the Day of the Dead? Read through other students' facts and keep adding more. Try not to repeat what other students add. Then comment on why the Day of the Dead is important in the novel.

For the Teacher

This 'experiencing the new' activity helps the students understand the novel better. Students who have a better understanding of the Day of the Dead will be able to make better connections and meaning of the novel.

When students add their comments, get them all to write a fact in the comment box and then they press "Add comment" at the same time. A list of facts will appear. Select refresh to keep updating the page. Students read through and see if they can add more facts. This collaborative "competitive" activity can engage students and promote reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Australian Curriculum General Capabilities

Intercultural Understanding

Develop respect for cultural diversity

understand the importance of maintaining and celebrating cultural traditions for the development of personal, group and national identities

Australian Curriculum Cross-Curricular Priorities

Asia and its diversity

OI.1 The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions

27. Part Five: Chapter One and Two

For the Student

Learning Intention: To identify and infer big ideas in the novel through sketches based on Part 5: chapters 1 and 2.

Read chapters 1 and 2. Highlight/make notes as you read.

Read - Pause - Sketch

Divide your page into 6 boxes. Sketch 6 ideas/themes or scenes from chapter 1 and 2. Take a photo and upload your image to an Update that you create in Scholar. Respond to at least 2 other students.

Spiritual Cultural Day

Comment: Look at other students' sketches. Comment on ones that you think are effective, explaining why.

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students answers.

Read - Pause - Sketch

Partners take turns reading a page silently or orally. After reading each page, they pause and each sketches an idea from that page of text. Then the partners share and discuss their drawings. (A blackline master that contains multiple sketching spaces facilitates this process.) This continues throughout the reading.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Intercultural Understanding

Australian Curriculum Cross-Curricular Priorities

Asia and its diversity

OI.1 The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions
OI.2 Interrelationships between humans and the diverse environments in Asia shape the region and have global implications.

28. Part Five: Chapter Three and Four

For the Student

Learning Intention: To use evidence from the novel to make a prediction about what will happen in Part 5: chapters 3 and 4.

Read chapter 3 and 4. Highlight/make notes as you read.

Read - Pause - Predict and Discuss

Comment: What would have happened to Pia Dante if they didn't find her? What do you think will happen next? Read other students' predictions and comment on ones that you think are interesting, giving reasons for your opinion.

Figure. 28: A Catholic cemetery in Manila

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Read - Pause - Discuss

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Interpreting, analysing, evaluating

Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

Australian Curriculum General Capabilities

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

29. Part Five: Chapter Five

For the Student

Learning Intention: To creatively consider different points of view.

Read chapter 5. Highlight/make notes as you read.

Comment: Imagine .......... Write at least one paragraph describing what Behala dumpsite would have looked like the following morning. You could choose to write from the point of view of one of the residents. Read other students' paragraphs and comment on one you like, explaining why you think it is a good paragraph.

Figure 29: The day after the Day of the Dead - All Saints Day.

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Australian Curriculum General Capabilities

Personal and Social Capability

Appreciate diverse perspectives (Level 5)

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

30. Part Five: Chapter Six and Appendix

For the Student

Learning Intention: To understand the deeper meaning of the novel.

Read chapter 6 and the Appendix . Highlight/make notes as you read.

Comment: Reflect on the focus question: Can doing something wrong be right? Do you agree or disagree. Give reasons for your response. Then comment on 1-2 other students' responses, explaining why you agree or disagree with them.

Fig. 30: Gone Fishing - Traditional Philippines fishing boat

For the Teacher

Students continue reading more independently, working on the activities in pairs. Students who finish early can come back to read and respond to other students' answers.

Australian Curriculum Content Descriptions

Literature: Literature and context

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Australian Curriculum General Capabilities

Ethical Understanding

Consider points of view (Level 5)

draw conclusions from a range of points of view associated with challenging ethical dilemmas

Intercultural Understanding

Empathise with others (Level 5)

imagine and describe the feelings and motivations of people in challenging situations

31. Concept Map

For the Student

Learning Intention: To use evidence from the novel to support your ideas on your concept map.

Complete your concept map, ensuring all connections are made. Ensure that you have quotes to support your ideas.

Comment: Share one new connection you made on your concept map. Read other students' comments and comment on ones that you connected with in some way.

Fig. 31: Trash Movie Poster

For the Teacher

Students should have been adding to their concept map throughout the novel. The concept map should be completed in this activity; ensure students have added quotes where possible. This concept map helps demonstrate students' knowledge of the novel and allows the teacher to differentiate and support students who may not have made all the connections.

Australian Curriculum Content Descriptions

Literature: Creating literature

Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

32. Symbolism

For the Student

Learning Intention: To discuss and analyse the repetition of certain words in the novel.

Using the search function in iBooks, search the novel for the word "seed".When and where does it appear? What does it mean by seed? After discussing and analysing, add this information to your concept map.

Do the same for the phrase "It is accomplished". Add this information to your concept map.

Comment: Share what you found about the word "seed" or the phrase "It is accomplished".

Figure 32: Jesus said "It is accomplished" on the cross.

For the Teacher

Provide individual support to students who require help with using the search function in iBooks. The religious symbolism may also need scaffolding through whole class discussion or by the teacher adding comments to the online discussion.

Australian Curriculum Content Descriptions

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Australian Curriculum General Capabilities

Intercultural understanding

Empathise with others (Level 5)

Justify reasons for decision when transferring information to similar and different contexts

33. Nail that Character

For the Student

Learning Intention: To develop vocabulary to describe characters.

In pairs you will be assigned one of the main characters. Brainstorm a list of adjectives that describe the character. Use a thesaurus to help brainstorm more words. Use a green texta to write the positive words and a red texta to write the negative words. Cut them up and place in an envelope. Your teacher will then swap the envelopes around.

In your original pair, read open up your envelope and sort through the words. Using the words available, try to work out which character you have.

Comment: Do you agree or disagree with the words you received to describe your character? Add some examples to support your point. Read and respond to at least 2 other students.

Figure 33: A Filipino boy: Could he be like one of the characters in the novel?

For the Teacher

Nail that character

Nail that character can be completed in a variety of ways. You might like to adapt this to suit your class.

Australian Curriculum Content Descriptions

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Australian Curriculum General Capabilities

Intercultural understanding

Empathise with others (Level 5)

Justify reasons for decision when transferring information to similar and different contexts

34. Using Quotes

For the Student

Learning Intention: To understand the importance of quotes to support your ideas in your writing.

Your teacher is going to show you how use quotes correctly in your writing. In a PEC paragraph you:

Introduce your idea (P sentence).
Introduce your quote, who is speaking or what is happening when it occurs.
"Write your quote in inverted commas followed by the page number in brackets" (p. 34).
Explain what your quote has shown and how it links back to the essay topic/argument (E sentences).

Read the following example showing a quote about Raphael's bravery.

Gardo and Rat both think that Raphael is very brave for surviving the police interrogation. Gardo reflects on this when writes to Sister Olivia “what Raphael went through in the police station… Sister I do not know how he went through that. I thought he was soft before that, just a little boy who would break, but I was wrong.” (p. 103). This shows that Gardo admired Raphael for his courage.

Highlight the 4 parts as described in the dot points above.

Read another example which shows how Gardo feels about Raphael.

Gardo is like a big brother to Raphael. He is strong and protective, never leaving Raphael’s side. The two go through everything together. Such as when Raphael is arrested, Gardo feels it too, “Gardo was right with me at once, and he was talking fast, saying, “What are you doing? What has he done?” (p. 56). This tells the reader just how much Gardo cares about Raphael and through out the whole book Gardo continues to display his caring nature.

Highlight the 4 parts as described in the dot points above.

Comment: Choose one of the following quotes and write your own practice paragraph; share it on Scholar. Comment on 1-2 paragraphs that you think are well written. Explain why.

“The kid was sitting up, just in his shorts, gazing at me with frightened eyes and his big broken teeth sticking out of his mouth.” (p.22, Rat).

“Gardo got his arm around me but someone pushed him off… He was screaming at me. trying to get to me,and a policeman grabbed him by the neck and threw him off.” (p.56, Gardo).

“I was a trash boy since I was old enough to move without help and pick things up. That was what - three years old, and I was sorting.” (p.5, Raphael).

Fig. 34: “I was a trash boy since I was old enough to move without help and pick things up. That was what - three years old, and I was sorting.”

For the Teacher

This activity may need more or less scaffolding, depending on the students' ability. Allow students to experiment first, then after they have completed their PEC, work with small groups or individual students to help improve their writing. More focus and emphasis should be made here as the formative feedback will have a bigger impact and this will reflect in their essay.

Australian Curriculum Content Descriptions

Literature: Creating literature

Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Creating texts

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

35. What does an 'A' grade essay look like

For the Student

Learning Intention: Describe what an 'A' grade essay includes.

Brainstorm everything you think an 'A' grade essay includes on a post it note. Think about:

Content
Structure
Organisation
Language features

As a class, place your post it notes into the following columns.

Content: Stating and supporting ideas	Structure and organisation	Language features

Your teacher will sort the post its and record them for you. This will be used to help write your essay.

Comment: What do you think is the most important part of the essay? Share your ideas. Read and respond to 2 - 3 other students.

Figure: 35: The rubric will help you target your essay to a high standard.

For the Teacher

In this 'conceptualising by naming' activity, students draw on their prior knowledge of essay writing and label what they think should be assessed in the essay. This allows students to develop a stronger understanding of the essay structure and what they will be assessed on. Where possible, the rubric should be edited to use the language the students use in this activity.

Australian Curriculum General Capabilities

Critical and creative thinking

Thinking about thinking (metacognition) (Level 5)

assess assumptions in their thinking and invite alternative opinions

36. The Essay

For the Student

Learning Intention: To understand how to plan and write your essay.

Pick one of the following essay questions. Extend yourself; do not pick the easiest one.

The novel Trash tells a story of three boys who fight for what they believe is right. When doing this, they don’t always follow the rules… Was what they did right? Discuss using examples from the novel.
Each of the main characters in Trash had an important role in the story. Discuss.
Discuss the three most important events in the novel, explaining their significance.

After choosing your essay question, brainstorm your ideas.

What is the question asking you?
What ideas do you have?
What evidence or examples could you include?

Figure 36: Essay brainstorm

After brainstorming, organise your points. There are many different ways you can do this. Pick one that works best for you.

Below are some examples:

Essay Map (ReadWriteThink)
Persuasion Map
Expository Essay Planning Map
Structure Tool to outline your essay in Scholar (write notes in version 1 and then elaborate on them in later versions)

Using your brainstorm, think about the logical order you can put these ideas in. Think about what is important. Make sure your points relate back to the essay topic/question. This step is really important; it saves you time when you go to write and also ensures that you have an essay that sticks to the point and follows a logical order/sequence.

This quote cheat sheet could help support you.

Insert Quote Cheat Sheet

Read the assignment sheet and CQ rubric and/or Rubric in Scholar. Ensure you understand what is being asked of you.

Insert essay question and CQ Rubric

Start the project. After typing your first draft submit it for peer feedback. Read and give feedback to at least 2 other students. Ensure the feedback is relevant and helpful.

For the Teacher

Students should be encouraged to seek feedback from their peers and the teacher throughout the planning process.

Project Rubric

Australian Curriculum Content Descriptions

Literature: Responding to literature

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Literacy: Creating texts

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Australian Curriculum General Capabilities

Critical and creative thinking

Organise and process information (Level 5)

Critically analyse information and evidence according to criteria such as validity and relevance

Acknowledgements

Title: (Source); Figure 1: Photo by Prue Gill; Figure 2: Y-Chart (Source); Figure 2a: Photo by Prue Gill; Figure 3: Five Whys created by Prue Gill; Figure 3a: Photo by Prue Gill; Figure 4: By User: (WT-shared) Thorsten at wts wikivoyage, CC BY-SA 4.0-3.0-2.5-2.0-1.0 (Source); Figure 5: (Source); Figure 5a: Student work 2015; Figure 6: By Marcello Casal Jr./Agência Brasil - http://www.agenciabrasil.gov.br/media/imagens/2008/02/20/1325MC0175.jpg /view/normal, CC BY 2.5 br (Source), Figure 6a: Created by Prue Gill; Figure 7: Created by Prue Gill; Figure 8: Created by Prue Gill; Figure 8a and 8b: Bloom's Taxonomy (Source); Figure 9: Student work 2015 - Prue Gill; Figure 10: By Ventus - Own work, CC BY-SA 3.0 (Source); Fig. 11: Image by Garry Knight (Source); Figure 12: Created by Prue Gill; Figure 13: Plot Line Graph (Source); Figure 14: lightingvortex (Source); Figure 15: Pixabay (Source); Figure. 16: Student work 2015 - Prue Gill; Figure 17: Pixabay (Source); Figure 18: (Source); Figure. 19: Anticipate - Blue Diamond Gallery (Source); Fig. 20: Pixabay magnifying glass (Source); Figure 21: Created by Prue Gill; Figure 22: Martin Luther King quote (Source); Figure 23: Map (Source); Figure 24: By Mike Gonzalez (TheCoffee) - CC BY-SA 3.0 (Source); Figure 25: (Source); Figures 26a, b and c: Day of the Dead (Source); Figure 27 (Source); Figure 28: Philippines Manila Makati Catholic Cemetery 2013-5 by sojason.com (Source); Figure 29: Trash (Source); Figure 30: Fishing boat by Franz madrid at en.wikipedia - Own work, CC0 (Source); Figure 31: Trash (2014) By Source, Fair use (Source); Figure 32: Cross (Source); Figure 33: ed-davad (Source); Figure 34: ed-davad (Source); Figure 35: (Source); Figure 36: Created by Rachael Radvanyi.

Other Resources

Trash by Andy Mulligan

First Steps: Reading Resource Book. Department of WA 2013

Patterned Partner Reading (McLaughlin & Allen, 2002)

MyRead - Strategies for teaching reading in the middle years

New Learning Online: Learning by Design - The Knowledge Processes

Australian Curriculum: Year 7 English

Australian Curriculum: General Capabilities

Australian Curriculum: Cross-Curricular Capabilities

Trash: Can doing something wrong be right?

Novel Study

Learning Module

Abstract

Keywords

Achievement Standard

1. Overview

For the Student

For the Teacher

2. Living on a Dump

For the Student

For the Teacher

3. The Garbage Children of Cebu

For the Student

For the Teacher

4. The Toughest Place to be a Bus Driver

For the Student

For the Teacher

5. Predict

For the Student

For the Teacher

6. Part One - Chapter One

For The Student

For the Teacher

7. Part One - Chapter Two

For the Student

For the Teacher

8. Part One - Chapter Three

For the Student

For the Teacher

9. Part One - Chapter Four

For the Student

For the Teacher

10. Part One - Chapter Five and Six

For the Student

For the Teacher

11. Part Two: Chapter One

For the Student

For the Teacher

12. Part Two: Chapter Two

For the Student

For the Teacher

13. How did the Author Create Tension?

For the Student

For the Teacher

14. Part Two: Chapter Three and Four

For the Student

For the Teacher

15. Part Three: Chapter One and Two

For the Student

For the Teacher

16. Part Three: Chapter Three and Four

For the Student

For the Teacher

17. Part Three: Chapter Five and Six

For the Student

For the Teacher

18. Corruption

For the Student

For the Teacher

19. Part Three: Chapter Seven and Eight

For the Student

For the Teacher

20. Part Three: Chapter Nine

For the Student

For the Teacher

21. Part Three: Chapter Ten

For the Student

For the Teacher

22. Part Four: Chapter One, Two and Three

For the Student

For the Teacher

23. Part Four: Chapter Four

For the Student

For the Teacher

24. Part Four: Chapter Five and Six

For the Student

For the Teacher

25. Part Four: Chapter Seven

For the Student