Rationale
The unit Adaptations: Novels, Plays and Films from page to screen will
encourage students at Broadfields State High School to explore the complex
process of adaptations of films from novels. Students will understand that the
traditional standard for evaluating adaptations is fidelity to the novel (Shiloh,
2007), and that this is rooted in misconceptions and privileges the novel over
the film. By exploring adaptations stylistically, technically symbolically,
students will learn that novels and films are unique forms and should be
written and spoken about in their own right (QSA, 2010).
This unit makes explicit links to Dimension 1 by asking students to examine
how texts are structured and organised for particular purposes by completing
retrieval charts, plot diagrams, and text deconstruction work (QSA, 2010).
Students will also engage with Dimension 2 (understand and control textual
features in a variety of contexts by using grammar, language, cohesive
devices and vocabulary) as they read literary texts, write screenplays and
voice-overs, participate in dramatic and performative activities and view media
texts (QSA, 2010). Finally, this unit will embrace Dimension 3 by asking
students to use and evaluate ideas, attitudes and values that underpin texts
and influence audiences. This is embedded with students conducting semiotic
analysis, engaging in literary discussions, doing critical literacy work (gaps
and silences, marginalisation, representation) and extensively exploring the
themes and characters within The Orchid Thief (Orlean, 1998) and Adaptation
(Jonze, 2002). Students will create and evaluate perspectives and
representations of concepts and identities through semiotic analysis and
visual grammar, appraisal work, writing and performing tasks, and
storyboarding (Suhor, 1992). The study of how and why meaning is made is
integral to this unit of work.
The unit will foster students’ development of skills needed to successfully
complete the SAT (a youth based radio show to be recorded and podcast on
the school’s wiki space). In pairs, students will film and upload a response to a
weekly reflection question. This will encourage students to share opinions and
theories in a professional manner, encourage higher order thinking and build
familiarity with technology. Engaging in filmic conversations without being
trapped by traditional written forms, and uploading and sharing ideas allows
student to engage with a wider range of reading positions (Jetnikoff, 2003).
Engaging with ICTs and communicating with young people through these
platforms is also an intergral part of Broadfields SHS’s philosophy. They are
also engaging in literary discussion which prepares them for the SAT.
Students will also participate in group work and undertake tasks that build
analytical and critical skills required to deconstruct the texts for their SAT.
Each of the four models of English Teaching; the Personal Growth, Cultural
Heritage, Skills and Socio-cultural/Cultural-critical (Gannon, Howie and
Sawyer, 2009) are drawn upon in order to provide a balanced examination of
the texts. Borrowing from each of these frameworks also encourages dialogue
on the critical and aesthetic elements of working with texts.
ADAPTATIONS: FROM PAGE TO SCREEN Rationale 1
The four models are reflected in a series of weekly reflection questions, to
which students will respond via vodcast reflections. The unit has also been
designed with consideration of the cohort and context of Broadfields State
High School, by placing an emphasis on incorporating ICTs in the classroom.
Studying this unit will give students access to a range of texts that deploy
ICTs and web 2.0 platforms such as online tutorials, podcasts and vodcasts,
interactive electronic posters and the school wiki space. The use of ICT is
incorporated to support knowledge construction and allow students to engage
in student-centred learning activities, in the comfort of their own technological
domain (Oliver, 2002).
There is an emphasis on small group work, and peer teaching and reviewing
to support NESB students and all levels of ability from LLD learners to G&T
students (Lockyer, 2009). This unit includes a range of short stories from
various cultural perpectives, including Follow the Rabbit Proof Fence
(Pilkington, 1996) to ensure that students are engaging with Indigenous
viewpoints as part of their studies.
The screenwriter’s workshop conducted in Week 5 provides students the
opportunity to engage with the Brisbane Writer’s Group (BWG), a local
organisation dedicated to fostering emergent writing talents in the community.
A volunteer from the BWG will present an interactive workshop that will
engage students in the screen-writing process and give them opportunities to
explore the process from start to finish.
In the final lesson, students will view and discuss a teacher-prepared
compilation of their own weekly reflections. This encourages metacognition by
opening a dialogue for students to think about their thinking and learn about
their learning. It also provides a sense of cohesion as it connects learning
activities and enables students to reflect upon their personal learnings
throughout the term.
ADAPTATIONS: FROM PAGE TO SCREEN Rationale 2
