Grave of the Roti Men – Teacher’s Notes

 

 

Activities

Outcomes / Pointers / Evaluation

Reading

 

Plot:

1. As each chapter of the book is read, track the plot using a story map. A blank map of the Indonesia / Northern Australia region would be useful for tracking the larger distances Aaron travels to the places he visits. (See SOCE)

The part of the story set in Pepela would be better mapped intuitively on a piece of A3 paper.

 

 

Character Development

1. Use 2 sheets of A4 paper folded in half to make a small booklet with 3 double page spreads – one for the beginning, the middle and the end of the book. On the left hand side of each spread students draw Aaron as they imagine him. On the adjacent page they analyse Aaron’s character after class discussions focussing on Aaron’s feelings and attitudes about himself, his parents, Indonesia and Australia. Use a scaffold with sentence starters like:

·       I like…

·       I hate…

·       I am afraid…

·       If I could I would…

·       I really wish…

·       My mother…

·       My father…

·       Compared to Indonesia, Australia…

·       Compared to Australia, Indonesia…

 

I like…

I hate…

I wish…

My mother…

My father…

Compared to

Plot - Outcomes / Pointers

R 3.1

The student interprets and discusses some relationships between ideas, information and events in texts with familiar content and which include some unfamiliar words or linguistic structures and features.

This will be evident when students, for example:

                          re-tell and discuss interpretation of texts read, with attention to main ideas and supporting details in informational texts or to elements such as key events, main characters and settings in narratives

R 3.3

The student identifies and uses the linguistic structures and features characteristic of a range of text types to construct meaning.

This will be evident when students, for example:

                          construct timelines, story maps or flow charts to represent event sequences or organisational information

 

Character Development - Outcomes / Pointers

R 3.1

The student interprets and discusses some relationships between ideas, information and events in texts with familiar content and which include some unfamiliar words or linguistic structures and features.

This will be evident when students, for example:

                          make some inferences about ideas implicit in a text, e.g. in narratives infer a character’s motives from actions

                          recognise that a letter can be used as a means of conveying information, e.g. a personal letter that forms part of a story may be a vehicle for expressing the relationship between two characters

 

Evaluation – See evaluation notes.

 

 

 

 


 

Grave of the Roti Men – Teacher’s Notes

 

 

Activities

Outcomes / Pointers / Evaluation

Reading - Character Continued

2. The story is told in third person, past tense, mainly from a young Australian boy’s point of view.

·       What do we find out about Aaron from his conversation with the surfer in chapter 1?

·       What else do we find out about Aaron in the first few chapters?

·       In chapter one Aaron’s mother is introduced. Describe what kind of person she is. How does she get along with Aaron? How do you know?

·       Does the way Aaron feels about his mother change during the story? What causes this change?

·       How are letters used to develop our understanding of the main characters?

·       How does the author introduce us to the other main characters? Dad, Husni, Suzie.

·       How does Aaron feel about Dad, Husni and Suzie when we are first introduced to them?

·       Do his feelings towards these characters change as the story progresses?

·       What are Aaron’s first impressions of Indonesia?

·       What do you think is his attitude to the people of Pepela at the end of the book?

·       What are the main events that change Aaron’s understanding of Husni’s life?

 

Language and Literacy

The author uses the surfer in chapter 1 to tell us something about Aaron.

·       Is the surfer a stereotype?

·       Why would the author use a stereotypical character like the surfer in this scene? (Keeps the focus on Aaron)

The tension builds as the storm approaches even when Aaron is unaware that it is coming.

·       How does the author build the tension?

·       What descriptive language does he use when describing the storm?

The author uses Indonesian words throughout the novel.

·       Why?

·       How do you know what they mean?

There is an epilogue in this novel.

·       What symbolism is used in the epilogue?

  • What is the purpose of this epilogue?

R 3.1

The student interprets and discusses some relationships between ideas, information and events in texts with familiar content and which include some unfamiliar words or linguistic structures and features.

This will be evident when students, for example:

                          read, for personal enjoyment and interest, poetry, short stories, autiobiographies, novels and informational texts

                          re-tell and discuss interpretation of texts read, with attention to main ideas and supporting details in informational texts or to elements such as key events, main characters and settings in narratives

                          make some inferences about ideas implicit in a text, e.g. in narratives infer a character’s motives from actions

                          recognise that a letter can be used as a means of conveying information, e.g. a personal letter that forms part of a story may be a vehicle for expressing the relationship between two characters

R 3.2

The student identifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning.

This will be evident when students, for example:

                          discuss the ways in which people are stereotyped in texts, recognising that people could have been represented differently, e.g. comment on whether only clever people wear glasses; mothers only work at home; fathers never look after babies

                          explain how people from different sociocultural or minority groups are represented in texts and whether these representations are accurate or fair.

 

Language – Outcomes / Pointers

 

R3.2 See above

 

 

R3.1 See above

 


Grave of the Roti Men – Teacher’s Notes

 

 

Activities

Outcomes / Pointers / Evaluation

Setting

Where are the main parts of the story set? How would you describe each place? How did the author show you what each place is like? How was Aaron influenced by his time in each place?

 

Other points for discussion:

  • Aaron’s feelings about his parent’s divorce.
  • The fairness of Aaron’s attitude to Suzie.
  • The marriage of the pretty girl to Husni’s uncle.
  • The difference in lifestyle between Aaron and Husni.
  • The effect of the MOU ( the agreement between the Indonesian Government and the Australian Government regarding the Timor Sea) on the fishermen from villages like Pepela.
  • The necessity to protect the reefs near our northern coast from over fishing.

 

Research Topics

Science

  • Tropical reefs – trochus shells, trepang.

·       Navigating by the stars.

  • Cyclones
  • Monsoons
  • Sailing boats

Society and the Environment

There is a wide range of resources on the topics below ranging from internet sites, newspaper articles to reference materials in libraries. There is a fantastic display in the Fremantle Maritime Museum including the actual first boat confiscated off Ashmore Reef. Topics might include:

·       Comparison of the Indonesian and Australian Cultures.

·       Climate – Indonesia / Kimberley

·       The Memorandum Of Understanding between Australia and Indonesia over the Timor Sea – agreements between nations.

  • Law – Australia’s response to the illegal fishing off its north coast.

 

R 3.4

The student integrates a variety of strategies for interpreting texts and uses some strategies for identifying resources and finding information in texts.

 

Science Outcomes

Earth  Lev 3

The student understands changes and patterns in different environments and space, and relates them to resource use.

Life Lev3

Understands that living things have features that form systems which determine their interaction with the environment.

Society and Environment Outcomes

Culture Lev 3     

Understands that the diverse groups to which people belong vary in their traditional and non-traditional aspects and that interaction with these groups influences the identity of individuals.

C 3.1                   Understands that cultural groups have traditional and non-traditional aspects.

C 3.2                   Understands that different groups in communities function to meet various needs.

C 3.3                   Understands that membership of different groups influences the identity of individuals.

Investigation Lev 3   

Plans an investigation by identifying and using information from more than one source; and makes inferences from the information collected in order to justify personal decisions.

ICP 3.1                Plans an investigation for a topic by identifying possible sources of information and making simple predictions based on personal experiences.

ICP 3.2                Gathers information from more than one source and records useful information using a variety of techniques.

ICP 3.3                Recognises key ideas and patterns, discards irrelevant information, and transforms information into structured forms for display.

ICP 3.4                Justifies decisions from a personal perspective using related evidence and suggests changes that would improve the investigation.

 

 

 

 

 

 

Grave of the Roti Men – Teacher’s Notes

 

 

Activities

Outcomes / Pointers / Evaluation

Writing

Possible writing activities might include:

·       Letters to mother about other incidents that happen in the story.

·       Newspaper articles.

·       Storm stories.

·       Recounts of holidays in other places.

·       Diaries – perhaps an alternative to the story map activity outlined earlier.

 

 Maths

·       Conversions of nautical miles to kms.

·       Currency conversions.

·       Living cost calculations.

·       Speed of travel graphs for each stage of the journey, from jet to walking.

·       Map scales, pathways etc.

Evaluation Strategies

Methods of evaluation and recording are really a matter of individual preference. Since most Australian schools are moving towards reporting based on outcomes, it makes sense to evaluate and record using outcomes. One way this can be easily done is by using a simple class grid recording a judgement as to whether the child has achieved a particular outcome or a pointer to an outcome.

 

Story Map Outcomes

Name

R3.1

R3.2

R3.3

Fred

2/3/03

4/4/03 Lev.4

8/4/03

Sam

-

4/4/03

 

Jill

2/3 Lev.2

 

 

 

Alternatively an annotation could be attached to a child’s work for inclusion in a portfolio showing if a child has achieved level three - as shown below.

 

Individual Work Annotation - Fred

Outcome

Developing Level 3 Skills

Achieving at

Level 3

Working towards Level 4

R3.1

 

 

 

R3.2

 

 

 

R3.3

 

 

 

R3.4

 

 

 

 

Given the size constraints of this document I have only listed the outcomes by reference. In a spreadsheet I would use pointers to make the records easy to follow.

 

I suggest that one outcome is all you can reasonably observe for each activity.

Please click here for a Reading Evaluation Sheet.