Using literature to engage young readers with contemporary conflict zones
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ASLA XXIII Biennial Conference - Lyn White - This session introduces a new fiction series that invites readers 11-14 years to enter the fragile worlds of children living in contemporary conflict zones. Series-related learning activities that support the Language, Literature and Literacy strands of the English learning area of the Australian Curriculum will be presented.
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Using literature to engage young readers with contemporary conflict zones
- 1. ASLA XXIII Biennial Conference 2013 THROUGH MY EYES Lyn White Series Creator & Editor Supporting the Australian Curriculum Using literature to engage young readers with contemporary conflict zones ASLA XXIII Biennial Conference 2013
- 2. Overview Background The series The gift Engaging with Shahana Engaging with Amina ©Lyn White 2013
- 9. What if… ©Lyn White 2013
- 10. ©Lyn White 2013
- 11. ©Lyn White 2013 Building the proposal Authors Synopses Education Marketing
- 12. The series ©Lyn White 2013
- 13. A powerful and moving new fiction series about children living in contemporary conflict zones. © Series creator and editor Lyn White 2013
- 14. Stories of courage, resilience and hope culture conflict identity through a child’s eyes ©Lyn White 2013
- 15. Azad Kashmir June 2013 ©Lyn White 2013
- 16. Mogadishu September 2013 ©Lyn White 2013
- 17. Afghanistan March 2014 ©Lyn White 2013
- 18. Mexico City June 2014 ©Lyn White 2013
- 19. THROUGH MY EYES Malini ROBERT HILLMAN series editor Lyn White Sri Lanka September 2014 ©Lyn White 2013
- 20. Zafir PRUE MASON series editor Lyn White THROUGH MY EYES Syria March 2015 ©Lyn White 2013
- 22. The gift ©Lyn White 2013
- 23. ©Lyn White 2013
- 24. English Years 6-8 Language Literature Literacy The Literature strand aims to engage students in the study of literary texts of personal, cultural, social and aesthetic value… Texts are chosen because they are judged to have potential for enriching the lives of students, expanding the scope of their experience… (Content structure, Literature, Australian Curriculum: English) ©Lyn White 2013
- 25. Years 6-8 Geography Geographical Knowledge and Understanding The concept of place develops students’ curiosity and wonder about the diversity of the world’s places, peoples, cultures and environments. (Rationale, Australian Curriculum: Geography) ©Lyn White 2013
- 26. Year 6 Diversity of people and cultures across the world and in Asian regions Year 7 Place and liveability Year 8 International migration ©Lyn White 2013
- 27. General Capabilities • Intercultural understanding • Personal and social capability • Ethical understanding • Critical and creative thinking ©Lyn White 2013
- 28. Cross-curriculum priorities Asia and Australia’s engagement with Asia ©Lyn White 2013
- 29. ©Lyn White 2013 • Gender balance • Contemporary conflicts • Global education - social justice, human rights • Integrated unit • Guided inquiry • Literary catalyst • International Baccalaureate (PYP)
- 30. ©Lyn White 2013
- 32. Engaging with Shahana ©Lyn White 2013
- 33. ©Lyn White 2013
- 34. Kunar Yarkant Ha Karakax He Indus Indus Indus Shyok Jhelum Chenab Indus Suttej Beas Ravi Wular Lake Dal Lake no defined boundary AKSAI CHIN K A S H M I R Khunjerab Pass Karakoram Pass tunnel Banihal Pass Mangla Dam Beas Dam Tarbela Dam PUNJAB HIMACHAL PRADESH PUNJAB AZAD KASHMIR JAMMU AND KASHMIR NORTH-WEST FRONTIER NORTHERN AREAS Area occupied by China and claimed by India Indian occupied since 1983 Cease-Fire Line Line of Control Territory ceded by Pakistan to China in 1963 AFGHANISTAN CHINA CHINA INDIA PAKISTAN Amritsar Anantnag Baramula Jammu Jullundur Kathua Pathankot Simla Sopor Srinagar Gujranwala Jhelum Lahore Punch Rawalpindi Sargodha Shekhupura Sialkot Faisalabad Lasht Baltit Astor Gilgit Mazar Skardu Kal Mansehra Muzaffarabad Pulwama Badgam Kargil Rajauri Udhampur Doda Kahuta Akhnur Samba Chamba Sundarnagar Chiniot Uri Kupwara Leh Islamabad International boundary Traditional boundary of the princely state of Kashmir Cease-Fire Line (also referred to as the "line of control" existing at the time of the December 1971 cease-fire) Internal administrative boundary Road Track or trail Railroad Scale 1:2,500,000 250 0 25 50 Miles 50 Kilometers AFGHANISTAN PAKISTAN INDIA C H I N A Area of Map www.choices.edu/resources/documents/kashnir.pdf ©Lyn White 2013
- 35. ©Irfan Ahmed ©Lyn White 2013
- 36. Line of Control ©Lyn White 2013 www.allvoices.com/contributed-news/10216121-indian-troops-opens-fire-at-loc-neelum-valley-3-soldiers-martyred
- 38. EnglishYears 6-8 Literature and context Responding to literature Examining literature Make connections between student’s own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts. (ACELT1613) Creating literature ©Lyn White 2013
- 39. Guided inquiry Students explore, identify, gather, create and share ©Lyn White 2013 English Literature Literature & Context the thinking curriculum
- 40. Literature and context Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. (ACELT1608) English Literature Literature & Context Explore the interconnectedness of Country and Place, People, Identity and Culture in texts … (ACELT1806) ©Lyn White 2013
- 41. identity culture conflict English Literature Literature & Context ©Lyn White 2013 Azad Kashmir
- 42. Key pillars activity: Chapter 1 CULTURE CONFLICT IDENTITY Bazaar Shalwar qameez ‘Assalamu alaikum’ RPG weapons Line of Control shelling Shahana big brother Irfan little brother Tanveer mother’s father Nana-ji English Literature Literature & Context
- 43. Years 6-8 ©Lyn White 2013 English Literature and context Responding to literature Examining literature Creating literature
- 44. Responding to literature English Literature Responding to literature Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) Identifying stereotypes, prejudice and oversimplifications in texts exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed (Year 7 Literature, Responding to literature) ©Lyn White 2013 Years 6-8
- 45. ‘This book touches our heart and makes you want to reach out to those who have been in traumatic situations that us Australians wouldn’t even think of. Shahana makes me feel excited, scared and the book is worded so well it puts me in Shahana’s shoes and I felt so sorry for the people that actually have to go through this ... I think that the book is great because it is really descriptive and contains many twists and turns that will shock and make the reader read on.’ Davern, Year 6 ©Lyn White 2013
- 46. Conflict & War
- 47. Conflict & characters Jigsaw strategy Diamond ranking ©Lyn White 2013 Most affected character
- 48. Shahana Zahid Character perspectives ©Lyn White 2013
- 49. Convention of the Rights of Children hBp://www.unicef.org/photoessays/ 30048.html ©Lyn White 2013 a childhood protected educated healthy treated fairly be heard http://www.unicef.org.au/Discover/News/January-2013/2013-Child-Rights-Calendar.aspx English Literature Responding to literature
- 50. To be healthy To be protected To be heard To be educated Debt bondage Forced marriageChild soldiers War orphans ©Lyn White 2013 English Literature Responding to literature
- 51. Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices including digital elements as appropriate. (ACELY1736) Photoessays - UNICEF Persuasive posters Comic Life iMovie ©Lyn White 2013 English Literature Responding to literature Podcasts Speech Fact/Opinion Digital reading diaries
- 53. Culture Decision-making Family Survival ©Lyn White 2013 English Literature Responding to literature Themes
- 54. Years 5-8 ©Lyn White 2013 Literature and context English Responding to literature Examining literature Creating literature
- 55. English Literature Examining Literature Years 6-8 Examining Literature Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension. (ACELT1605) ©Lyn White 2013 Make connections between student’s own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts. (ACELT1613)
- 56. Plot development Plot profile Sculpting Presentations Book trailer Plot analysis Futures wheel ©Lyn White 2013 English Literature Examining Literature
- 57. Still images – frozen moments English Literature Examining Literature
- 58. Kenning Poetry Character webs HotSeating ©Lyn White 2013 Characterisation Interviews Compare/Contrast Online journal entry English Literature Examining Literature
- 59. Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style. (ACELT1616) Literary Style ©Lyn White 2013 English Literature Examining Literature Ethnic language
- 60. Engaging with Amina ©Lyn White 2013
- 61. ©Lyn White 2013
- 64. ©Nuraddin Farah ©Lyn White 2013
- 65. Culture Courage English Literature Responding to literature Family Survival Freedom IdentityIslam Art activism Famine ©Lyn White 2013 Themes
- 66. Islam KWL Jigsaw Strategy Fact and Opinion Freedom Think, Pair, Share Still images Nelson Mandela Courage Popplet Problem Solution Describing Wheel Art Debate Graffiti/art Art as social protest ©Lyn White 2013 English Literature Responding to literature
- 67. English Literature Examining Literature Conscience alley Imaginative texts I AM poetry ©Lyn White 2013 Characterisation Reflective speech Compare and contrast Scribble Press
- 68. Ethnic language Literary Style ©Lyn White 2013 Figurative language Rhetorical questions English Literature Examining Literature
- 69. 'Gripping, compelling, heart-wrenching, shocking, amazing, eye-opening & thought provoking. Beautifully portrayed account of the lives of the young and old involved in the conflict... Easy to read, wanting to read on but dreading what I anticipate will happen next to my heroine, Shahana. So many ways to use with students – best use for me would be Literacy Circles or Literature Groups where I have my middle and upper readers from Year 6 discussing the many issues that are so strongly represented throughout the story.' Merryn Bevis, Year 6 teacher, Ashburton Primary School The final word