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Learning Team:________ By Matt Groening

Task 1,2 & 3 are Whilst reading activities – Set these up prior to reading
the novel

Task 1 – Character development:

Complete the following:
• For Simpsons 36 & 40, make a list of the characters as
you meet them, make a note on their age and
relationship as or to main characters.

• As an extension this should be done for all 7 comics

Task 2. - Glossary of terms

• Maintain a glossary of terms that are new to you or seem
• Ensure you keep this going for the entire study in chronological

Task 3. – Who said that?

To complete this task you must have read ‘The absent-minded protester’.
Rewrite the entire statement and record the character who said it.

• “As a great was hero I had clout” – Grampa Simpson page 31

• “Put on your jams and surf” – Apu page33
• “That’ what you’ve got my special ‘kickapoo joy juice’ for, sir” –
Smithers 45
• “Lordy. Some mysterious person has a potent message to get
out.” Milhouse page 36

Task 4. – Moral?
Is there a moral or message in the comic that is important to our lives? (The
absent minded protester)
• Identify a moral or message and in 40 or more words describe why
it is important to you personally.
• As an extension this could be done for all 7 comics.

Task 5. - Interpretation
If you were El Grampo, What would your graffiti look like and say?
• Complete on an A4 sheet and give it an appropriate title.
• In the bottom left hand corner of the page rule a 7cm X 4cm box.
In this box write down why you chose the message/style you did.
Criteria rubric for tasks 1 to 5

Very High Med Low Very Not

High Low Shown
Understanding of the events, characters,
morals and stories of the comic
Use of glossary. Meanings inserted
Mechanics of language – punctuation,
spelling, grammar etc
Adherence to presentation guidelines
Completion of all activities

Task 6. -
Reading Beyond the lines: Choose 1 to answer only (Use the
TEEL process to answer this question. Minimum 100 words)
• Why are old people (retired citizens) an important part of our
• Explain why written or visual stereotypes are or are not
appropriate for use in children’s texts. Use examples from the
comics only?
• How are smokers portrayed in these comics? Is it appropriate to
have characters smoking in a children’s comic?
• Write an exposé on the ‘Krusty brand fun factory’ for the Herald
Sun newspaper.
• Your own extension type question to demonstrate your
understanding and deeper thinking about the issues in the text.
(See Mr Thorne for approval)

Criteria for Extended written task 6

Very High Med Low Very Not

High Low Shown
Understanding of the themes and issues
within the text (depth of knowledge and
Spelling and expression (evidence of
proofreading and appropriate language)
Effective use of paragraphing
Use of TEEL format (as or within
Response was of a satisfactory length
Task 7. – Oral Activity
Create an original short dialogue between 2 or more characters from the
comics and read to the class.
• Script must be completed in ‘skit’ or ‘comic’ format.
• The dialogue must last for 25 seconds or more.
• Must be comical in nature.
• Your voice should be used in a manner that allows the audience to
clearly distinguish the different characters.

Criteria for Oral presentation, task 7

Very High Med Low Very Not
High Low Shown
You showed evidence of preparation for
the presentation (notes, script, evidence
of rehearsal)
Your presentation was engaging for the
audience, ie speaking clearly, eye
contact and effective use of body
The presentation demonstrated an
understanding of the nature of the
characters used
Your presentation was long enough
Listening to other presentations with

Task 8. – Imagine (Complete one or both of the dot points below)

• Imagine you are Lisa or Bart and a military group of aliens has
taken over Bendigo. What are you going to do about it? (Stay in
character) Write an action plan of 10 or more dot points.
• Use ‘Comic Life’ to create a two page (Minimum) comic based on
the characters and topics of your choice.

Criteria for Imagine written task 8

Very High Med Low Very Not

High Low Shown
Understanding of main characters,
(depth of knowledge and action plan in
character) or creation of characters and
Spelling and expression (evidence of
proofreading and appropriate language)
Response is of a satisfactory length
Task 9. – Choices

• If you were Matt Groening, which of the comics would you use to
make your next TV episode? Why? (minimum 4 sentences)

Task 10. -
Going Further
Investigation units
Research at least 1 of these dot points

• Springfield (The real Springfield USA Vs The Simpson’s Springfield)

(can be done as a Venn Diagram or other visual aid)
i. Location
ii. Climate
iii. Population
iv. Other interesting facts

• Nuclear Power
i. How does a nuclear power station work?
ii. Has there been a nuclear melt down of a power station?

• Advertising laws
i. What are Australia’s laws and regulations for Tobacco and
Alcohol advertising? (Compare to those in the USA for
extension possibility)

Criteria for Choices and Going further

Very High Med Low Very Not

High Low Shown
Justification for comic chosen for TV
The research question is fully
completed. Appropriate length and
accurate material.
The research project shows planning,
research and understanding.
Extension Activities:
Complete these tasks as an extension activity.
a. Draw/Create your own cover for the comics and write a 40 – 60 word blurb.
b. Matt Groening – Write a 200 word Biography and show research from at
least 4 independent sources. Check with Mr Thorne for correct biography

Criteria for extension task

Very High Med Low Very Not
High Low Shown
Demonstration of theme within cover
Accurate biography constructed from
various sources. Journey of the man in
chronological order.
Expression, spelling and punctuation
(correct grammar, clarity of writing)
Presentation (following the Presentation

Have fun, Ask for help from a friend or teacher when stuck! Do not

A bonus for those who read the fine print.

Create a new Simpsons character to receive a sticker on the reward chart.

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