DEC Scan Journal : Volume 36 Issue 1
2017 Volume 36, Issue 1 51 My Two Blankets (continued) Using quality literature springboard English Stage 2. Years 3-4 How do I use the text to teach the textual concepts of Point of View and Connotation, Imagery and Symbol? Understanding and experimenting with Point of View Focus on the event where the two friends meet at the park for the second time. Have students change this extract from first to third person point of view. Ask students to comment on the effect of this change in point of view by answering the following questions. • What effect does this change have on the reader? • Does it change the reader’s attitude towards or intimacy with the main character? • Does third person point of view give the writer more freedom to present scenes from the viewpoint of other characters? • Students could also choose to retell the same event from the point of view of Auntie or Cartwheel’s new friend. What effect does this have on the story (experimenting and engaging critically)? EN2-11D • identify the point of view in a text and suggest alternative points of view (ACELY1675) EN2-2A • understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts (ACELT1606) EN2-4A • use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604). Interpreting figurative language and symbols Irena Kobald has used the blanket in this story as a metaphor for Cartwheel’s familiar life experiences and language. As Cartwheel collects and learns new words, her English language develops and she has two blankets of life experiences and language that she can feel comfortable with. After some discussion about the blanket being a metaphor for familiar life experiences and language, look at other examples of metaphors. Then as a whole group, extract the literal statements from the text for each blanket. Using the old blanket text and image, jointly create a mind map showing how the literal statements can be interpreted. Together, construct a justification statement about the interpretation, referencing the text, images and colours. Then in pairs, using the new blanket text and image, students create a mind map showing an interpretation of these statements or the inferred meanings. In their justification statement about their interpretation, students should make reference to the meaning of the written text, as well as the meaning of the colours and symbols used in the images (understanding and engaging critically). My old blanket was warm. It was soft. It covered me all over. It made me feel safe. Sometimes I didn’t want to go out. Soon they [new words] didn’t sound so cold and sharp any more. They started to sound warm and soft. At first my new blanket was thin and small. But every day I added new words to it. The blanket grew and grew. I forgot about the cold and lonely waterfall.
Volume 35 Issue 4
Volume 36 Issue 2