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Participating Student Folios

Issue
Rave Scene

Writing Folio
Masque of the Red Death
Descansos - Personal Narrative

Tim O'Brien - Shame

Shame
Sounds like a silent howl
Smells like blood soiled pig flesh
Tastes like greasy pig stink in my throat.
Feels like fear spreading inside me like weeds Feels like the whole world's squeezing in tight Feels like smouldering self pity I don’t want to fight
Shame

Lt Jimmy Cross - Guilt

Guilt
Sounds like absolute silence, then wind, then sunlight, then voices
Smells like ashes of a burnt photograph
Tastes like a dead mans dope Feels like dead weight
Feels like hating someone you love
Feels like a story with no moral Guilt

Fear - Tim O'Brien

Fear
Sounds like a silent howl (p40) Smells like blood and hog stink (p44)
Tastes like greasy pig stink in my throat (p49)
Feels like a kind of schizophrenia (p43)
Feels like killing and dying for plain and simple reasons (p44) Feels like a physical rapture (p44)
Fear

Terror (0'Brien)

Terror
Sounds like my mothers voice calling out "Run!" (p44)
Smells like vomit (p44)
Tastes bitter (p45)
Feels like losing the respect of my parents (p43)
Feels like walking away from my own life (p43)
Feels like weeds spreading inside of me (p45)
Terror

more feeling poems

Unit 3 Outcome 1 Task 2
Outcome 1(b) Selected Texts

A written piece in response to one (or more, in the case of comparison) of the selected texts as studied at the school.

Stolen

Divide the class into five groups. Each group adopts a character and is asked to study their character closely when the play is being read. The group decides who is to read the parts that impact on their character and to decide who is to take on the role of scribe.

1. Read the play in class with team members taking parts
2. Glean as much information about the character as possible. Chronicle their life story using a timeline. Consider the subterranean forces that are impacting on the character and which shape their destiny.
3. Research and learn about the Bringing Them Home Report.
3. See production of Stolen at the Malthouse Theatre
4. Pack a suitcase for a character. Include tangible objects that can be pulled out and used to play the role as a part of oral assessment.

Outcome:

Prepare the report that a psychologist would table at the 'Bringing Them Home Report' on one of the characters in Stolen.
or
Write a narrative that chronicles a characters life and outline the subterranean currents that control thier destiny. Pay particular attention to identity, welfare, racism and loss and grief issues.

Unit 3
Outcome 2 Oral Presentation

Presentation of complex ideas and information for a specific audience through a prepared oral presentation.

Outcome:

Pack a suitcase for a character. Include tangible objects that can be pulled out and used to play the role as a part of oral assessment.

Unit 4 Outcome 1 Text

The Things They Carried.
by John O'Brien

A written piece in response to one (or more, in the case of comparison) of the selected texts as studied at the school.

1. Watch the video 'Dear America' and chronicle the history of the Vietnam War.

2. Using the Indian Warbonnet as a template create a 28 feathered Warbonnet. Record something 'they carried' on each feather. You will be able to use a feather to tell a story. Make sure to note page references.

3. Read the chapter, 'On the Rainy River'. Construct a 'Feeling Poem' using this structure. Take phrases from the text:

Line one: Shame
Line two: “Smells like. . .”
Line three: “Tastes like. . .”
Line four: “Sounds like. . .”
Line five: “Feels like. . . .”
Line six: “Feels like. . .”
Line seven: “Feels like. . .”
Line eight: Shame

After you have written the poem, write the letter that O'Brien may have written to his parents from Rainy River, making sure to capture the intensity of his feeling.

4. Find quotes from the text to construct more feeling poems for different characters such as Jimmy Cross. After doing this and after watching 'Dear America' write the letter O'Brien may have sent to his parents from Vietnam.

5. Read 'Spin' and write a commentary on the essential ingredients of a good war story.

6. Read selected chapters and use Teaching Notes prepared for VATE members by Warren Whitney to study the themes and issues raised by the text.

A Lesson Before Dying

Preperation for exam.

1. Research and glean information from the text about daily life in a quarter in a Cajun community.

2. Miss Emma is the strongest character in 'A Lesson Before Dying'! It is only her resolve and determination that ensures that Jefferson is able to die with dignity! Discuss.

3. Grant does not know how to live and feels totally inequipped to help Jefferson. Why is he able to break through and reach him when the Reverand can't?

4. Draw Jefferson's recurring dream! Write a piece using the dream as the starting point.

5. What does Jefferson bequeath to the quarter? What is his gift to his people?