Title of Unit / Big Year 11 Stage One

Intertextual Study
Idea
‘To Kill a Mockingbird and Japer Jones’

Curriculum Area English Time Frame 6 Weeks

Developed By Miss Hannah Setter

Identify Desired Results (Stage 1)

Content Descriptions
 Identify and analyse intertextual connections
 Create oral, written, and/or multimodal texts for particular purposes, audiences, and contexts
 Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in texts
 Identify ways in which ideas and perspectives are represented in texts
 Analyse relationships between purpose, audience, and context, and how these influence texts and their meaning

Achievement Standards
Knowledge and Understanding

KU1 Knowledge and understanding of the ideas, values, and beliefs explored in texts.
KU2 Knowledge and understanding of the ways in which the creators and readers of texts use language techniques and conventions to make meaning.
KU3 Knowledge and understanding of the ways in which texts are composed for a range of purposes and audiences.

Analysis

An1 Analysis of the relationship between purpose, audience, and context, and how they shape meaning.
An2 Analysis of how language features, stylistic features, and conventions are interpreted by readers.
An3 Analysis of intertextual connections.
Application

Ap1 Precision, fluency, and coherence of writing and speaking.

Ap2 Use of appropriate language features, stylistic features, and conventions for a range of audiences and purposes.
Ap3 Use of evidence from texts to support conclusions, with textual references incorporated in responses.

Understandings Essential Questions

Overarching Understanding Overarching Topical

Intertextuality Does labeling and stereotyping To Kill a Mockingbird:

The shaping of a text’s meaning by the reading of other texts or the influence how we look at and
understand the world? What are the consequences of
interrelationship of texts, such as when an author borrows from or transforms
prejudice and injustice, and how
another text or a reader’s referencing of one text in reading another. Texts When is it appropriate to challenge does an individual’s response to
gain meaning through their reference to or evocation of other texts. the beliefs or values of society? them reveal his/hers true character?

How do beliefs, ethics and values How are the details and events from
Related Misconceptions
influence different people’s the story related to the time period
behaviors? and social custom?
NOTE: Discussing and investigating the kind of violence that Laura endured may be
triggering for students, so approach these issues with caution, and ensure students What is Intertextuality? Jasper Jones:
have support and resources to deal with any personal reactions that may emerge.
How do I identify implicit and How might Jasper Jones story have
explicit intertextuality? unfolded if Jasper were not
Aboriginal?
What is the purpose of
intertextuality?

How does intertextuality deepen

our understanding of the ideas,
themes and perspectives in texts?

How can I write and speak fluently

and precisely about intertextuality?
Skills
Students will be able to…

 Students will demonstrate their understanding of the concept of intertextuality through their analysis of Jasper Jones in conjunction with TKAM.

Assessment Evidence (Stage 2)

Performance Task Description

After watching the 2017 film Jasper Jones, directed by Rachel Perkins, and reading the 1960 Novel, To Kill a
Assessment Type 3: Mockingbird, by Harper Lee, answer one of the following questions. Your answer should be a maximum of
Intertextual Study 1000 words; an oral of a maximum of 6 minutes or the equivalent in multimodal form.
See Appendix A (to be added)

Other Evidence
Think, Pair, Share
Essay drafting
Use of planning tools
Note scaffolding

Learning Plan (Stage 3)

Week 3
 Introduction to Miss Setter & ice breaker/get to know you activity
Monday Lesson 4-5 (11:25- 12:10)  Introduce course and discuss texts and units of study for the upcoming term
 Rules and expectations of the course/classroom
 Pre-assessment to assess readiness:

Carousel Brainstorm: Chart Papers containing statements/ questions or issues for

student consideration are posted around the classroom. Groups of students brainstorm
at one station and then rotate to the next position where they add additional comments.
When the carousel “stops” the original team prepares a summary and then presents the
 large group’s findings. A carousel Brainstorm is an active, student-centered method to
generate data about a group’s collective prior knowledge of a variety of issues
associated with a single topic.

What do you know about the Great Depression?

Give the definition of foreshadowing.
What was life like in the South during the 1930s for African-Americans?
Prejudice
Courage
What forms of racism do you see in the world around you?
Wednesday Lesson 4-5 (11:25-12:10)
What do you know of Australia in the 1960s? Note your thoughts about
the politics, economy, entertainment and race relations of the period.

What other feature films have you seen that have had main Aboriginal
characters? How did those films affect your understanding of Aboriginal
culture and history?

Thursday Lesson 3 (10:25-11:10) Introduction to Intertextuality (PowerPoint)

 Teaching students to recognize intertextuality and the ways in which it brings

meaning to a text
 Exploring definitions and meanings
 Students will come up with examples of intertextuality as individuals or in pairs to
be shared with the group so that a base line of knowledge can be established.
 A brief overview of the assessment to be completed for this unit will be given so
that students are aware of the direction in which their learning is headed.
 The concept of intertextuality: References which are suggested but not directly
expressed.

Example of Implicit/ Implied Intertextuality: Gilmore Girls, “Say Goodnight,

Gracie” https://youtu.be/Pm9SN1IN7xA?t=1m50s
(Starting at 1:50). References Bette Midler’s song The Wind Beneath My Wings.

Explicit Intertextuality: references, which are detailed, obvious, or directly stated.

 Example of Explicit Intertextuality: Big Bang Theory, “The Bakersfield Expedition”
https://www.youtube.com/watch?v=75TtpQrAv4U (starting at 29:00).

Scott Pilgrim Vs The matrix: https://www.youtube.com/watch?v=Sn4_uZ6VIzo

Activity:

Intertextual references in social commentary texts.

Show Don McLean “American Pie’ Video

 Students will look at the song lyrics written by the popular music artist Pink ‘Dear
Mr. President’ (if possible, read lyrics while listening to the song).

 Students will complete set questions regarding the values and intertextuality
operating in music lyrics.

 Extension multimedia task and genre/creative writing task

Homework: Students will be required to write their own definition of intertextuality and
give examples of where they have seen it occurring in everyday life.

Introduction to Jasper Jones

Week 4 Introduce themes and background of the film, including setting and atmosphere, point of
view, characters etc.
Monday Lesson 4-5 (11:25- 12:10) Example of pre Viewing Questions:

1. What do you know of Australia in the 1960s? Note your thoughts about the
politics, economy, entertainment and race relations of the period.

2. What other feature films have you seen that have had main Aboriginal
characters? How did those films affect your understanding of Aboriginal culture
and history?

End of lesson: Watch trailer of Jasper Jones to give context to students

Wednesday Lesson 4-5 (11:25-12:10) Watch the film Jasper Jones complemented by scaffolded note taking

Explain that the class will be watching Jasper Jones over the next two lessons. Students
are to watch the film and fill out the provided scaffolding sheets to assist them in
considering the role of intertextuality in the film.

Scaffold note taking Sheet:

Viewing the Movie: Implicit and Explicit Intertextual References
Viewing the Movie: Film Techniques
Viewing the Movie: Internal Monologue
Viewing the Movie: Authorial and Historical Context
Viewing the Movie: Themes

Film: 105 Minutes

Discussion and plenary at the conclusion of the lesson

Thursday Lesson 3 (10:25-11:10) Watch the film Jasper Jones complemented by scaffolded note taking
Continue with scaffold note taking

Ask for feedback from one student on each of the four topics: implicit and explicit
intertextual references, filmic techniques, internal monologue & authorial and historical
context, and themes. The student shares one example from the film with the rest of the
class.

Post Viewing Questions:

1. What would you say are Jasper Jones main themes?

2. To which character did you relate the most? Why?
3. What questions did the film leave in your mind?
4. Of which other films or texts did Jasper Jones remind you? Why?
5. How close to today’s situation is Jasper Jones’s depiction of race relations in Australia?
Week 5
Monday Lesson 4-5 (11:25- 12:10)
Wednesday Lesson 4-5 (11:25-12:10)
Thursday Lesson 3 (10:25-11:10)
Independent student research - Introduction: Research the authorial and historical
context of Jasper Jones and To Kill a Mockingbird.
Emphasis is placed on the similarities and differences of society in Jasper Jones and To
Kill a Mockingbird by students completing a Venn diagram focusing on themes
But in order to be useful to Jasper, I had to be even-handed and logical, like Atticus, like
my dad. p.259
Charlie makes consistent references to To Kill a Mockingbird in the novel. In doing this,
Silvey invites the reader to make comparisons between the two novels.
• How many character parallels can you find between the two novels?
• What themes and preoccupations do they share?
• How do they differ?
• Do you think critics like Michael Williams are justified in claiming that Jasper Jones is
‘an Australian To Kill a Mockingbird’? Why is the novel called Jasper Jones, and not
Charlie Bucktin?
 Identify key themes in Lee’s novel. Discuss different ways the novel can be read
and what is valued by different audiences.
 Investigate the representation of the black community through the construction of
the characters of Calpurnia and Tom.
 Conduct close analysis of the key scenes in groups with a focus on
characterisation, setting, themes and structure. Complete a range of
comprehension exercises with short answer and extended responses.
 Complete activities focusing on exploring the plot, structure, characterisation,
point of view, issues and themes of Jasper Jones.
 Understand the qualities of an in-depth and comprehensive character analysis –
focus/guide questions.
 Introduce the concept of intertextuality and explore the four pillars: allusion,
representation, genre and archetype.
 Explore intertextual links between To Kill A Mockingbird and Jasper Jones by
explicit discussion and analysis of excerpts from Jasper Jones focusing on the
four pillars of intertextuality and how they appear in the two texts.
  Explore the generic structure of the novel as a bildungsroman and compare the
‘growing up’ of Scout and Jem, to Charlie Bucktin, Jasper Jones and Jeffery Lu.
Compare the representation of fathers, villains etc.
 Debate who fulfils the role of the ‘hero’ in the text.
 Make connections to the drama and feature film previously studied this semester.
Discuss how each text works to subvert cultural assumptions about race and to
resist racist, ethnocentric, xenophobic, discriminatory and inequitable ideologies
that form the basis of these assumptions.

As students enter the class the opening sequence for The Simpsons Treehouse of
Horror XXIV is playing and they are challenged to find as many intertextual references
as possible. They will start to write a list and then they will be called on at random to
share with the class. Once the class has come up with as many references as possible I
will play another version of the clip which points out all 50+ references.

This links into the first lesson of the unit and makes a clear transition into discussion of
the assessment task.

Treehouse of Horror opening: https://www.youtube.com/watch?v=CtgYY7dhTyE

Opening showing references: https://www.youtube.com/watch?v=3HkuVoUNddY

Introduction to Assessment Type 3: Intertextual Study

Week 6
Students are to engage in a classroom activity in groups with the ABC resource ‘The
Monday Lesson 4-5 (11:25- 12:10) story behind Jasper Jones’.

'Jasper Jones' is a novel that recently featured on a list of '10 Aussie

books to read before you die'. Does it belong on the list? Many texts
make connections to other texts but is this novel too close a retelling of
the classic American novel 'To Kill a Mockingbird'? Explore the concept of
'intertextuality' in this clip.

Wednesday Lesson 4-5 (11:25-12:10)

Resource: http://education.abc.net.au/home#!/media/1454052/
 Task: Listen to this discussion from the ABC Book Club
http://splash.abc.net.au/en_US/media/-/m/1454052/contact-us
Many texts make connections to other texts but is this novel too close a retelling of the
classic American novel 'To Kill a Mockingbird'?

Compare and Question: To Kill a Mockingbird and Jasper Jones:

Thursday Lesson 3 (10:25-11:10)
 Which character in Jasper Jones do you think is most like To Kill a Mockingbird’s
Atticus Finch? Why?
 Compare Charlie Bucktin and Scout Finch’s character traits. Where are the
similarities and differences? How do their traits affect the story’s development?
 Boo Radley and Mad Jack Lionel have the opportunity to meet. What do they say
to each other?
 If you had to choose either To Kill a Mockingbird or Jasper Jones to describe why
racial prejudice is wrong, which would you choose and why?

Time for Assignment

Week 7 A quick class discussion to re-cap the definition/s of intertextuality, film techniques used,
themes represented, and examples in Jasper Jones. This should help to consolidate
Monday Lesson 4-5 (11:25- 12:10) student’s knowledge from previous lessons so that they can begin the assessment task.

Review of Assessment Task/ Rubric

Time for Assignment

In class Drafting (If required)

‘Sticky Definitions’. As students enter the classroom, hand them a sticky note and
Wednesday Lesson 4-5 (11:25-12:10) instruct them to address the following on each of the colours:

A theme in Jasper Jones with textual reference

An example of intertextuality in Jasper Jones in reference to TKAM and how it is used to
create meaning

Students are to pair up and read their assignments aloud to/with each other. Using the
assessment task details, rubric and knowledge of text type, discuss the drafts and
suggest improvements to each other. Students are to select the best example of their
pair, ensuring that they have at least three reasons to justify this.

In class Drafting (If required)

Time for Assignment

Thursday Lesson 3 (10:25-11:10) In class Drafting (If required)

Week 8

Monday Lesson 4-5 (11:25- 12:10) Time for Assignment

Wednesday Lesson 4-5 (11:25-12:10)

Time for Assignment

Thursday Lesson 3 (10:25-11:10)

Assignment DUE
 English Stage 1
Assessment Type 3: Intertextual Study

Jasper Jones
After reading the novel To kill a Mockingbird, by Harper Lee and viewing the 2017 film, Jasper
Jones, directed by Rachel Perkins, answer one of the following questions. Your answer should be a
maximum of 1000 words.

1. Jasper Jones has been called an Australian To Kill a Mockingbird by some critics. How has your
understanding of the novel To Kill a Mockingbird by Harper Lee, been enhanced by watching
the 2017 film, Jasper Jones, directed by Rachel Perkins?
2. Compare the ways in which the authors of two texts use a range of stylistic features to influence the
reader’s point of view about ideas common to both texts.
3. How does Rachel Perkins, director of the film Jasper Jones, incorporate intertextuality to convey her
ideas about prejudice and how to deal with it?

Your essay should be:

• A polished piece of work
• A maximum of 1000 words

Performance Standards A B C D E
Detailed knowledge and understanding of ideas and
perspectives explored in a diverse range of texts.
Knowledg Extensive knowledge and understanding of the variety of
e and language features, stylistic features, and conventions
Understa authors use to make meaning
nding Comprehensive knowledge and understanding of ways in
which texts are created for a range of purposes and
audiences.
Perceptive evaluation of the complex relationship
between purpose, audience, and context and how they
shape meaning

Analysis Insightful analysis of how language features, stylistic

features, and conventions combine to influence readers in
various text types.
Analysis of complex intertextual connections between
different texts.
Fluent and precise writing and speaking.
Sophisticated use of appropriate language features,
Applicatio stylistic features, and conventions for a range of
n audiences and purposes.
Detailed and appropriate use of evidence from texts to
support conclusions, with textual references integrated
into responses.
Comments:

Grade: