Are they linked to prior learning, reading, knowledge of conventions, images, text, predicting? Are there different ideas coming from the different covers or do they complement each other? Which one interests you more, and why? During and after reading the text, revisit these questions, and ask students to identify whether their expectations have been met.
What do they expect the novel to be about? What style of writing do they expect? Who will be the main characters? What time frame will it cover? How will it start and end? What are their expectations about length, point of view, fiction/nonfiction? Then ask students to think about what prompted their ideas. How do I use the text to teach the textual concepts of Genre, Theme, and Authority? Genre focus activitiesĪsk students to compare and contrast the cover of the original novel, ‘A Long Way Home’, and the cover linked to the film, ‘Lion: A Long Way Home’. The novel can be used as a stimulus for students to explore their own and others’ voices through their writing and reflection on experiences. Since the text presents Saroo’s two different worlds, as a child and adult in Australia and India, students are invited to reflect on their own values and cultural understanding, considering how these values impact the way we relate to a text and its Themes and messages.
Studying related texts, such as the associated film, website, documentary and news stories, offers students insights into the impact of different mediums and changes to the Genre, Themes and levels of Authority associated with each medium. The novel has many features which help students to identify the conventions of the Genre, as well as ways Authority is established within the text, such as the inclusion of photographs and the forward, coupled with use of first person voice. This text presents an excellent opportunity for students to explore a nonfiction Genre and to consider a text’s ability to assert Authority and engage us through an exploration of its Themes. Why is this important? Why does it matter? It also addresses cross curricular priorities and capabilities, including Asia and Australia’s engagement with Asia, intercultural understanding, critical and creative thinking, literacy, personal and social capability, difference and diversity, and civics and citizenship.
A long way home by saroo brierley larry buttrose code#
It could easily be used to teach many other concepts including, Character, Code and Convention, Connotation, Imagery and Symbol, Context, Literary Value, Perspective, Point of View, Narrative, and Representation. This text is appropriate for teaching students about Genre, Authority and Theme. Overall, the biography is a great story, reflecting the importance of hope and family. The story is inspiring, both in Saroo’s ability to survive alone as a child, and his determination to find his home using Google Earth and a systematic search pattern which consumed his life for years. The story centres on his memories of his early life and his experiences in India when he was lost his search for home in his twenties and his return to India to reunite with his biological family. ‘Lion: A Long Way Home’ is the true story of Saroo Brierley, a young man adopted by an Australian couple after he became lost in India at age 5. Learning and teaching activities in this springboard are centred on outcomes and content from the NSW English K-10 Syllabus and the English Textual Concepts resource. Resource: ‘Lion: A Long Way Home’ by Saroo Brierley, Penguin Books Australia, Vic, 2017 (Young readers’ edition). A using quality literature Shared Practice and Resource Kit (SPaRK) for English Stage 4, Years 7-8.
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