A Writing Root for The Song Walker

Literary Theme:

Conflict and resilience

Text:

The Song Walker by Zillah Bethell

Outcomes:

Formal recommendations, character comparisons, missing persons poster, retelling of a narrative section from a different perspective, setting descriptions from different viewpoints, dialogue, factual report, book review, news article

Main outcomes:

Extended narrative from an alternative point of view; information leaflet

Overview and outcomes:

This transition unit for KS2/KS3 combines our usually distinct approaches of Writing Roots for the teaching of writing, and Literary Leaves for the teaching of reading. While objectives cross over between the two areas, sessions which have more of a reading focus are denoted in green, while sessions with more of a writing focus are denoted in turquoise for teachers’ reference.  

This seven-week Writing Root and Literary Leaf is designed to provide a transition at the start of Year 7, and is ideally taught in the Autumn Term, building on the pedagogies and knowledge needed to achieve the end of KS2 standard for writing with KS3 objectives woven in. This text explores the blossoming relationship between two teenage girls who are from different worlds yet find themselves relying on each other to survive in the Australian outback. They must both learn to understand and appreciate each other’s backgrounds and, as they continue to adventure on and solve mysteries, develop their understanding of Australia, particularly First Nation history and culture. As this is a story full of mysteries, the sequence begins with children discovering a mysterious rectangular instrument case along with various clues, photographs (of the Australian outback) and a note with the words “Who am I?” written on it. As the story unfolds, children will note down what they learn about First Country culture as well as make notes on the author’s writing style. There are two extended writes in this writing root: the first is an extended narrative from an alternative perspective (Tarni’s) and the second is a non-fiction report on all they have learned about First Nation culture, heritage and history (and anything else they have learned about Australia). As the story delves into the First Nation practice of songlines and describes the outback in poetic ways, the sequence ends with children exploring poetic devices and writing their own poem about the outback, inspired by First Nation culture.

This can be picked up and used by any secondary school, but it will have deeper impact if the materials are accessed by students who have used the Literacy Tree for their primary English provision.