A Long Way Home


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A Long Way Home

Facebook Twitter Instagram Youtube Blog. A Long Way Home. Overview "Five-year-old Saroo and his elder brother worked as sweepers in local trains to help their struggling mother. Saroo Brierley was born in and adopted by his Australian parents when he was five years old. His story of how he found his birth family made global news and is being turned into a film. Saroo lives and works in Tasmania. Do the conventions we associate with a genre such as memoir or biography change with the media used to present them or are they consistent?

Were their predictions correct? Discuss the changes that students can see and the possible reasons for them connecting , engaging critically , engaging personally and understanding. After reading the novel, ask students to think of the themes they felt it explored. Share and compare themes students have written and discuss where these ideas come from within the novel. Explain to students that themes can be both explicit or implied in a text. Ask students to choose the theme that they felt was the strongest in the novel and list all the ways that this theme was represented.

Collate ideas within the class and then assign to students one of these points to examine in the novel, finding evidence to determine whether the theme is explicitly presented or implied through this part of the novel. Collate student findings and then discuss how our own knowledge, values and cultural assumptions can play a part in identifying and interpreting themes.

Ask students to answer a series of questions about themselves and then reflect on their answers and how each might influence their view of the themes in the book:. As a class, analyse the blurb and determine the main theme represented. Identify the purpose, audience and context for the blurb and the techniques used to appeal to us and to present this theme. Tell students they are to now choose a different theme and rewrite the blurb to reflect this change. Prior to completing the writing, create a marking criteria for the task that students will then use to mark and provide feedback for peers.


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Students complete their blurb and post them on the class blog or other online learning platform for peer evaluation. If necessary, discuss and model for students how to provide positive constructive feedback and how to use a marking criteria. Assign each student with two student blurbs for which they need to provide constructive feedback and a mark using the class created criteria. Ask students to do a final edit of their blurb, based on their feedback and grading, then place them with the book on display in the library understanding , engaging personally , engaging critically , experimenting and reflecting.

Discuss the concept of Authority with students, explaining that it may be constructed and that there may be collaboration between composers with varying degrees of authority over the final product. Brainstorm reasons students believe this may have been necessary. What kinds of things do they envision would have altered in the novel to make it suitable for a younger audience? Who do they think has the most authority over this text? Consider who else could be involved in the process.

As it is a true story, how much control do people included in the story have? Do they have the right to have the story altered to reflect their own views? How much influence does the publisher have? After discussing these views, consider how we, as responders, determine how much authority a text has through the features of the text. Identify features of the novel that create a sense of credibility such as the photographs and maps, as well as the first person voice, believable characters and events, and how much they link to our own experiences and cultural views.

Each group prepares and presents a short presentation to share with the class, answering the following questions:. Discuss the role of a ghost writer and decide how much authority he has over the final book. How does this make students feel about publishing? Students are now asked to be a ghost writer for the person they sit next to in class. Students are to share a short anecdote about themselves growing up.

Students record the main points of the story that their partner has shared. Over the next week or two, students are to keep a log of observations about their partner, including their expressions, vocabulary, mannerisms and so on. Students share their stories and peers evaluate their accuracy, identify strengths in the writing and suggest changes. Lion , film rated PG. Directed by Garth Davis, Almost a year after he finds his presumed home on a map, Saroo returns to India nervous, doubtful and restless.

He struggles to sleep, and India feels like a foreign country to him. He no longer speaks the language, and everything looks dirtier than he remembers. Before long, he finds his childhood home and discovers his mother living nearby. Saroo has an emotional reunion with his mother, sister and brother, but not his oldest brother, Guddu.

Several weeks after Guddu and Saroo went missing, a police officer told their mother that Guddu had died in a railway accident. Saroo and his family communicate through interpreters. Saroo slowly tells his family his story. Some people doubt that Saroo is who he says he is, but his mother never doubts. She points out a scar that Saroo received as a child.

A Long Way Home by Saroo Brierley

He contacts his parents in Australia and tells them he found his family. They are happy for him. The day after Saroo is reunited with his mother, his brother Kallu introduces him to his wife, son and daughter. Because Guddu and Saroo were gone, their mother could afford to send Shekila and Kallu to school.

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Kallu was burdened by being the only man in the house and left school early to support Shekila and their mother. As adults, Shekila became a schoolteacher, and Kallu became a factory manager who supplemented his income by being a school bus driver. Saroo discovers that his name is actually Sheru, which means lion. Saroo then tells the story of his adopted parents. She had a harsh upbringing. John, his adopted father, was born to an English father who immigrated to Australia. Sue had a vision as a teenager of a brown-skinned child by her side. After Sue and John marry, they decide to adopt.

At first, Tasmanian law prevents them from adopting if they can have their own children; however, 16 years after their decision to adopt, they realize the law has been changed. Since ISSA puts children with families the fastest, they send their file to the organization, and Saroo arrives three months later. His adopted mother wishes more Australians would sponsor and adopt children and that Australia would simplify adoption laws.

LION SOUNDTRACK 2016 - A long way home - Main Theme ᴴᴰ

Saroo has a memory of visiting his father, his new wife and their baby. Saroo disagrees, hoping to see him again someday and maybe bring reconciliation to the family. Saroo returns to Australia and reassures his family that he is still the same Saroo, but the experience changed him. The word gets out that he found his family, and the local and international media want him to tell his story. Book publishers and film producers approach him.

He wants to tell his story in hope of inspiring people. He stays in touch with his family in India and says that the trip between India and Australia is one that he is destined to take often.

In the winter, Saroo returns to India alone. His biological family tells him that they had never given up on the possibility that Saroo would return. After he went missing, they used extra money to search for him and hire others to investigate, but never discovered anything. His mother moved into a better house, but stayed nearby so Saroo could find her.

Piecing together faded memories

Saroo and his siblings discuss helping his mother financially and buying her a new house. He retakes the trip when he was trapped on the train. He travels in relative comfort, but fearfully remembers the painful experience. He revisits the station he lived in, before meeting with Mrs.

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