Challenge the Mythical Norm
Year Level: Years 5 and 6
Learning Areas: English
How do texts reproduce or challenge
the ‘Mythical Norm’?
Overview:
Achievement Standards (Australian Curriculum):
Year 5
 Analyse and explain literal and implied information from a variety of texts.
 Listen and ask questions to clarify content.
 Develop and explain a point of view about a text, selecting information, ideas and images from a
range of resources.
 Create a variety of sequenced texts for different purposes and audiences.
Year 6
 Compare and analyse information in different texts, explaining literal and implied meaning.
 Listen to discussions, clarifying content and challenging others’ ideas.
 Show how specific details can be used to support a point of view.
 Make presentations and contribute actively to class and group discussions, using a variety of
strategies for effect.
Content Description (Australian Curriculum):
Year 5
 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of
print and digital sources (ACELY1703)
 Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to
students’ own experiences and present and justify a point of view (ACELY1699)
 Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and
choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
Year 6
 Participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and opinions. (ACELY1709)
 Use comprehension strategies to interpret and analyse information and ideas, comparing content
from a variety of textual sources including media and digital texts. (ACELY1713)
Task Description:
Culture, difference and the mythical norm.
‘Somewhere on the edge of consciousness, there is what I call a
mythical norm, which each one of us within our hearts knows ‘that
is not me’ … This norm is usually defined as white, thin, male,
young, heterosexual, Christian and financially secure.’
Audre Lorde (1988.282)
Audre Lorde highlights the existence of powerful images about what constitutes normal and desirable
behaviours and characteristics, and the impact these images have on people who understand that they
do not ‘fit’ this mythical norm.
Learning to identify how norms are constructed and circulated requires deliberate effort. In most cases,
the patterns of communication associated with these norms have been rendered almost invisible by
years of repetition. In addition, many of the more unpleasant consequences of these norms are also
obscured by popular-cultural myths about the ‘nature’ of Australia. Leonie Rowan (2001.15)
Key Questions for Students:
Analyse the text by working through the following questions:






Who/what is included?
Who/what is excluded?
What are various individuals associated with? Who gets to do what?
What is represented as natural and normal?
Who/what is valued? How is this communicated?
How does the text reproduce or challenge the mythical norm?
Learning Experiences:
Tuning In:
 Students examine a variety of texts and analyse them for fair representation.
2
Finding Out:
Steps in transformative analysis. Working in a group:
1.
2.
3.
4.
Select a text. (Newspaper/magazine article, a fiction or nonfiction text)
Identify the status/genre of the text.
Reflect on how the genre traditionally deals with difference.
Analyse the text by working through the following questions:
 Who/what is included?
 Who/what is excluded?
 What are various individuals associated with? Who gets to do what?
 What is represented as natural and normal?
 Who/what is valued? How is this communicated?
 How does the text reproduce or challenge the mythical norm?
Concluding

Take notes of the groups ideas to report back to the class.
Ongoing Assessment:
Not every learning experience needs to be assessed. However, a range of assessment types should be
planned, including formal and informal, peer and self-assessment. The purpose of ongoing assessment is
to help the teacher to modify planning and to support students through ongoing feedback.
As an appropriate group member:



Use comprehension strategies to analyse information.
Clarify understanding of content, connecting to their own experience.
Presenting and justifying their point of view.
Resources:

Magazine, newspaper articles or short stories.
3
Becoming a Discerning Reader of Texts
Years 5-6 Rubric – English
Achievement Standard
Analyse and explain literal
and implied information
from a variety of texts.
Listen and ask questions
to clarify content.
Develop and explain a
point of view about a text,
selecting information,
ideas and images from a
range of resources.
Compare and analyse
information in different
texts, explaining literal and
implied meaning.
Listen to discussions,
clarifying content and
challenging others’ ideas.
Above the Standard
At the Standard
Year 5
Comprehensively analyses
Analyses and explains
and explains literal and
literal and implied
implied information from a
information from a variety
variety of texts.
of texts.
Comprehensively listens
Listens and asks questions
and asks questions to clarify to clarify content.
content.
Comprehensively develops
Develops and explains a
and explains a point of view point of view about a text,
about a text, selecting
selecting information,
information, ideas and
ideas and images from a
images from a range of
range of resources.
resources.
Year 6
Comprehensively compares Compares and analyses
and analyses information in
information in different
different texts, explaining
texts, explaining literal and
literal and implied meaning.
implied meaning.
Comprehensively listens to
Listens to discussions,
discussions, clarifying
clarifying content and
content and challenging
challenging others ideas.
others ideas.
Below the Standard
Partially analyses and explains
literal and implied information from
a variety of texts.
Partially listens and asks questions
to clarify content.
Partially develops and explains a
point of view about a text, selecting
information, ideas and images from
a range of resources.
Partially compares and analyses
information in different texts,
explaining literal and implied
meaning.
Partially listens to discussions,
clarifying content and challenging
others ideas.
4