(This five-week unit was planned for use with a graded top Year 9 English class.)

After selecting and reading at least one of the recommended novels which has adolescence as its main theme, students must attempt a series of exercises, to total 60 marks. In addition, they are asked to undertake several common tasks, worth 40 marks, to make a total of 100 marks for the unit.

Overview

Students must read one of the novels and be prepared to do an assignment on it. They may read more than one of the set texts if they want to and they may read literature that is of a similar theme once they have read at least one of the set texts. The novels should be discussed generally by the teacher. The class should be given some idea of the plot and the degree of reading difficulty.

The class is given one period to peruse and discuss the novels. At the end of the lesson they are asked to make a choice and take home a novel to read. They are allowed to change their books within the next two days, but after that they are required to read the one they have chosen.

As a whole class, brainstorm to decide on a definition for the term 'adolescence'. Compile a class list of the positive and negative aspects of adolescence. This may be tied in with individual and then class discussion of the poem, 'Cat's in the Cradle', by Sandy and Harry Chapin.

After this lesson, students are asked to draft the following letter:

You have been given the opportunity to write to your mother, your father or someone else who has had a lot of influence on your upbringing. You are encouraged to be frank with them and tell them why you thought that they were a good influence on you, or offer some constructive criticism of their guidance.

If possible, invite a guest speaker (such as a student who has recently left home to go to university, or an older person from the community) who can relate to the class his/her adolescent experiences, including relationships with his/her parents.

Texts

That was Then, This is Now, by S.E. Hinton

The Dragon in the Garden, by Reginald Maddock

The Chocolate War, by Robert Cormier

The October Child, by Eleanor Spence

A Candle for St Antony, by Eleanor Spence.

Preliminary tasks

The following sections of the unit are to be structured so that students who choose to work on the same novel may work together.

1. In groups, create a wall poster/collage which represents the themes presented in the novel. (10 marks. Students within each group mark each other.

2. Using the same groups, students are to write a plan for one lesson that is based on their chosen novel. They are then to present this lesson to the rest of the class. Minimum presentation time is ten minutes. (10 marks, given by teacher for presentation) Examples of lesson types are: 1. Debate a relevant issue. 2. Prepare and supervise a research task to be done in the library and then marked by the group. Research could be on the life and works of a particular author or on literature concerning a specific theme. 3. Present a lesson on the art of mime and then mime a scene from the novel.

3. Individually, write a formal essay titled 'The problems faced by adolescents in Australia today can be overcome. Discuss.' (Approx. 500 words) Before you start, decide who your audience is going to be (eg local newspaper or national newspaper readers, your peers, the local Rotary Club). (10 marks)

4. In pairs (with those who are talented writers working together), write a light hearted account of a situation which involves the youth of today. (Again consider your audience!) This may be done as a poem, a play, a letter, a diary or whatever form you think is appropriate. There is no set length. (10 marks)

5. Student evaluation and discussion (done over two lessons):

Written

A. List some of the problems faced by adolescents today. What are some of the possible solutions for coping with these problems? Which particular solution(s) appealed to you and why?

B. Can you defend the notion of living for today and not worrying too much about tomorrow? (Present a point of view.)

C. Choose a situation where there was conflict (either from the novel that you studied or from classroom discussion). How would you have controlled that situation?

D. List the activities that you liked and disliked in this unit. What changes would you recommend?

E. List what you think you learned while doing this unit (academically and socially).

Oral

Using the fishbowl technique, discuss questions D and E from the above list.

Class assignment

Section 1: 5 marks

1. List the main characters in the novel and find one quotation for each of the characters that describes either his/her personality or what s/he looks like.

2. Devise a quiz that has about ten questions (and answers supplied, too) that tests knowledge of the content of the novel.

3. Make up a set of ten 'Who am I?' questions about several characters from any of the novels.

Section 2: 10 marks

4. What is the main theme (idea) in the novel? In your own words, describe a scene that illustrates this theme.

5. Draw or paint a picture of one of the scenes in the novel, and explain it to the class.

Section 3: 15 marks

6. Research and write in your own words either a biography or an autobiography (approx. 250 words) of the author of one of the books that you have read.

Section 4: 20 marks

7. Make up a scrapbook from newspapers, magazines, reviews of TV programs or films/videos that illustrates one of the main themes from the novel.

8. Present a speech to the class that gives your own ideas concerning one of the main themes from one of the novels.

9. Conduct an interview (and record it on cassette) with older members of the community (eg grandparents). Ask them about their adolescence. Find out how it differs from yours.

10. Script an interview with the author of the novel. Among other things, ask his/her purpose in writing the book. This may be presented with a taped recording of the script.

Section 5: 25 marks

11. Using essay format, compare how the issue of adolescence is dealt with in at least two of the set novels.

12. Write a book review of one of the novels and submit it to the STAR/DEAR Scheme. You must show that you are aware of the aims of a book review.

13. Write a TV show, play, puppet show or pantomime about one of the issues developed in the novel.

14. Write an essay which discusses the style of writing that the author has used in his/her novel. Discuss whether the style of writing is appropriate for the subject matter and the intended audience. (Style may include the use of dialogue, vocabulary, sentence structure, figurative language, tone and tense, as well as anything else that you think is appropriate for your particular novel.)

[Glenda Varela was living in Taree, NSW at the time of writing this unit.]

 

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