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102098 CONTEMPORARY TEACHER LEADERSHIP

2018
16142581 - Stuart Holt

Assignment 1

Novel & Short Stories: Storytelling

Understanding By Design Unit Evaluation

Abstract
This report presents recommended changes to the Auburn Girls High School, Stage 4, Year

8 English Unit Novel & Short Stories: Storytelling.

The unit has been evaluated based on its development of critical and creative thinking,

use of pedagogical models for teaching literacy, and ethical understanding, and its age

appropriateness of teaching and learning materials. This analysis has been completed with

reference to Wiggins and McTighe (2005) Understanding by Design framework.

This report contains recommended changes in the areas of information and

communication technology, collaborative learning, assessment and engagement and has

been made with reference to the Australian Curriculum (ACARA, 2011) General Capabilities.

Discussion and justification of these changes is provided with respect to relevant, academic

literature.
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Contents
Abstract .......................................................................................................................... 1
Contents......................................................................................................................... 2
Executive Summary....................................................................................................... 3
Introduction - Objective & Context ............................................................................ 3
Goals .......................................................................................................................... 4
Recommendations ..................................................................................................... 4
Comparative Table of Changes .................................................................................... 5
Academic Justification ................................................................................................... 7
Contextual Redesigned Unit of Work .......................................................................... 11
Scope & Sequence .................................................................................................. 12
Concept Map – The Story Teller ............................................................................. 13
Assessment.............................................................................................................. 14
Task ...................................................................................................................... 14
Marking Criteria ................................................................................................ 15
Unit Outline .............................................................................................................. 16
References................................................................................................................... 24
Appendices – Original Documents.............................................................................. 27
I – Original Scope & Sequence ............................................................................... 28
II – Original Assessment Summary ......................................................................... 29
III – Original Assessment Task ................................................................................ 30
IV - Original Unit Outline .......................................................................................... 32
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Executive Summary
Introduction - Objective & Context
The objective of this report is to evaluate and propose modifications to the Auburn Girls High

School (AGHS) Stage 4, Year 8 English Unit Novel & Short Stories: Storytelling (the Unit)

(AGHS, 2017).

The Unit, currently seeks to examines technical, literary elements associated with

novels and short stories through the concept of ‘storytelling,’ the Unit. Students study language

techniques needed to compose a sophisticated and creative narrative/short story by engaging

in an in-depth novel study, supplemented with a range of short stories. Specific focus areas

for students include an examination of the text conventions, narrative voice, and language

techniques, of the selected novel and short stories, and an investigation of how meaning is

created through language.

This evaluation has been conducted to improve student outcomes in the Australian

Curriculum General Capabilities of Literacy, Numeracy and Personal Social Capabilities

(ACARA, 2011). The Unit has been evaluated with reference to Wiggins & McTighe’s (2005)

Understanding by Design (UbD) Framework, and UbD principles have been incorporated into

the re-development of the Unit. The evaluation identified scope for modifications relating to

information and communication technology, collaborative learning, differentiation, assessment

and engagement. Modifications were informed by the constructivist approach of inquiry based

learning and the following ‘Academic Justification’ (pg. 6), provides a discussion of each

modification including an identification of why and how the modification was made.

AGHS’s contextual factors were also considered in the development of this report.

AGHS is a partially selective, single sex girls high school on the edge of Sydney’s middle

ring/western suburbs. MySchool data indicates a high proportion of relative student

disadvantage, with the school’s Index of Community Socio-Educational Advantage (ICSEA)

value at 933 in 2017 (Average, 1000), with 82% of students were in the bottom half of relative
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disadvantage statistics (ACARA, 2017). In 2017, of the 786 students, 99% reported a

Language background other than English.

To address the demographic challenges faced by AGHS, the school has recently

adopted a whole school literacy and numeracy policy. Significantly for the English Faculty is

the implementation of whole school Super 6+ comprehension strategies. NAPLAN literacy

data indicates the positive effect of these. While NAPLAN data indicates that average student

performance remains below state average, student gain results indicate an above average

improvement of students with the same starting scores, with results improving between recent

reporting periods (ACARA, 2017). As such, the proposed modifications identified in this report

have been designed to supplement, not replace, these whole school initiatives.

Goals
This report set out the following goals:

• Identify improvements in the Unit for student outcomes relating to

o Literacy

o Numeracy

o Personal Social Capabilities

• Implement improvements to the unit, utilising UbD and an inquiry based learning

approach

Recommendations
Recommendations are detailed in the following ‘Comparative table of changes.’
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Comparative Table of Changes

Focus of
Area for AISL
Redesign Improvement
Improvement (Literacy/Numeracy/ Justification/Academic Evidence Standard
(Changes made to original)
(Original) Personal Social (No.)
Capabilities)
ICT embedded in unit outline in weeks 2-7 via ‘The Australian students not confident in advanced ICT 2.5, 2.6,
Novel’s Events - Sequenced’ database project. skills such as database building (Thompson, 4.5
2015).

Provides students with ‘understanding [of]

computer-mediated communications’ (Newhouse,
2013)

‘Benefits of ICT include:

• Assist students in accessing digital
information efficiently and effectively
• Support student-centered and self-
ICT Literacy/Numeracy directed learning
• Produce a creative learning environment
• Promote collaborative learning in a
distance-learning environment
• Offer more opportunities to develop critical
(higher-order) thinking skills
• Improve teaching and learning quality
• Support teaching by facilitating access to
course content’
(Fu, 2013) Critical literature review, includes
reference to experimental data – See Academic
justification below.

Collaborative learning activities embedded in unit Children learn through meaningful social 1.2, 2.1,
Collaborative outline in weeks 2-7 via ‘The Novel’s Events - Numeracy/Personal interactions with knowledgeable adults or 2.2, 3.3,
Learning Sequenced’. Social Capabilities peers (Tucker, 2008) 3.5
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UbD based outcomes and assessment included in
Unit outline.
Summative Assessment task rewritten in line with
UbD framework
Assessment Faculty-wide lesson planning implemented with
respect to UbD – links provided to Assessment
for/to/of Learning
Student engagement enhanced by re-sequencing
program/scope & sequence to allow for greater
inquiry based learning.
Student engagement enhanced by re-sequencing unit
to allow for greater inquiry based learning.
Clarification of Super 6+ and legacy literacy
strategies.
Engagement Mapping of outcomes to term weeks.
6
Identification of need to first considering 2.3, 3.1
what the learner will need in order to 5.1, 5.3
accomplish the learning goals’ (Wiggins &
McTighe, 2005) 2.3, 5.1,
5.2, 5.3
3 Stages of backwards design: 1. Identify
Literacy desired results. 2. Determine acceptable 3.2, 3.3,
evidence. 3. Plan learning experiences and 3.4
instruction. (Wiggins & McTighe, 2005) Mean
that the learning cannot be undertaken
without the result in mind. As such,
assessment outcomes must be known.
‘inquiry-based instruction results in significant 3.2, 4.1
learning gains in comparison to traditional
instruction and that disadvantaged students
benefit most from inquiry-based instructional
approaches’ Hmelo-Silver, Duncan, and 3.2, 4.1
Chinn (2007)
Sequencing in this way overcomes ‘coverage’ 3.3, 3.6
issues identified by Wiggins & McTighe,
Literacy/Numeracy/ (2005) whereby students can see/answer
Personal Social ‘What’s the point? What’s the big idea here? 2.2
Capabilities What does this help us understand or be able
to do? To what does this relate? Why should
we learn this?’
The explicit mapping of outcomes to term
weeks allows for teachers to engage with the
content too, given an identification of
demanding requirements on teachers of both
UbD and inquiry based learning.
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Academic Justification

The following is a justification of the proposed modifications outlined in the ‘Comparative Table

of Changes.’ As identified, the modifications include the implementation of a long term

collaborative project based learning activity with a focus on use of information and

communication technology (ICT), the inclusion of UbD based outcomes and assessment in

the Unit Outline, and revised sequencing of learning concepts within unit and of the unit within

the program. Given the modifications are underpinned by the UbD Framework, a discussion

of UbD and inquiry-based teaching will inform a subsequent identification of how the proposed

modifications operate, and justification why they are proposed. This justification identifies the

relationship between inquiry based learning, UbD, and the targeted Australian Curriculum

(ACARA, 2011) General Capabilities, literacy, numeracy and personal social development,

and provides academic literature to ensure modifications are implemented as evidence based

practice.

Wiggins and McTighe’s (2005) UbD framework is attempt to develop a best practice

pedagogy for promoting student understanding. To define their use of the terminology,

Wiggins and McTighe (2005) provide a discussion illustrating the difference between a

student’s understanding and simply memorising content, to take in and recall. Further, they

argue that developing understanding must be designed, in terms of curriculum, assessment

and instruction, as there exists pedagogic problems when teaching is either ‘activity-focused,’

or ‘coverage-focused’ without clear intellectual goals. In the reconceived Unit, these

intellectual goals are clearly defined as part of the Unit Outline and are informed by syllabus

outcomes as well as the application of the knowledge or skill. Week 1’s syllabus outcome, for

instance requires students to ‘engage personally with text’ and has been reconceived by UbD

principle to explicitly define what is being learner and how that may be demonstrated. Thus,

the outcome ‘‘students identify information in the text and make inferences regarding what

will occur in the plot,’ is linked with the assessment (demonstration of learning) ‘students
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provide a written explanation of what they think will happen to a character.’ Wiggins and

McTighe (2005) call this focus on outcome ‘backward planning.’ To ensure backwards

planning principles are applied across the faculty, scope has been provided for individual

teachers to set the UbD objectives and assessments with reference to their class text(s). The

unit outline reflects opportunities for teachers to tailor the outcomes to the text, class ability

level or any other contextual factors affecting them. This principle of including clear learning

intentions has informed all modifications throughout the Unit, as will be demonstrated.

The most significant change to the learning activities of the Unit is the inclusion of a

five-week collaborative, ICT project, where groups of students are required to build an online

wiki database of information from their study of the novel. Each week’s activities are designed

to link to the schools existing Super 6+ literacy framework and require students to actively

collaborate to develop an online resource. The culmination of the project is an oral

presentation that scaffolds the term’s assessment item (to be discussed in further detail,

alongside assessment). The activity develops literacy skills through the application of school

wide literacy strategies, as each week has a targeted strategy attached to the activity.

Numeracy is developed through the sequencing activity, where students are required to

provide a visual representation (graph) of time and events in the plot. Personal and Social

Capabilities are developed through the collaborative nature of the task, particularly actions

that require students to negotiate and synthesise their work for presentation. The oral

presentation provides opportunity for self and group reflection of this process. In surveying

research and literature on the use of ICT, Fu (2013) identifies the benefits of ICT, most

applicable being its ability to, upport student-centred and self-directed learning (Castro

Sánchez and Alemán, 2011) produce a creative learning environment (Chai, Koh and Tsai

2010), promote collaborative learning (Koc, 2005), and offer more opportunities to develop

critical (higher-order) thinking skills (Levin and Wadmany, 2006; McMahon, 2009). Further

justification for the inclusion of such an extensive ICT project is the ICT Australian Syllabus

General Capability, and Thompson’s (2015) identification of the need to further develop

students higher-level ICT skills such as database building.

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Formulating assessment is critical to the UbD framework, given Wiggins and

McTighe’s (2005) understanding of assessment as ‘the act of determining the extent to which

the desired results are on the way to being achieved and to what extent they have been

achieved.’ As such, alterations have been made to all aspects of assessment. Given AGHS

uses an assessment for/as/of learning protocol across the school, this has not been changed,

however UbD has been applied to specific instances of formative and summative assessment.

Formative assessment has been brought into the UbD framework by clearly stating the

understanding intentions. Summative assessment has been sequenced in line with the shift

of the novel unit from Term 2 to Term 1 (explained in more detail below). The summative

assessment for the Unit is thus an oral presentation, not the half yearly reading and writing

exam. The oral presentation is scaffolded through the collaborative project and fits with the

school’s existing assessment for learning model. The feedback provided for this task has clear

links to content, outcomes and the unit’s summative assessment. Regarding assessment for

learning, Andrade and Brookhart (2016) identify improved student performance through goal

setting, and progress monitoring. While theoretical arguments, and empirical justification has

been made for such, (Nicol and Macfarlane-Dick 2006; Hattie and Timperley, 2007)

assessment for learning is supported by research linking it to self-regulated learning

(Panadero, Jonsson & Strijbos, 2016). Self-regulation is foundational to inquiry based learning

(Maaß & Artigue, 2013). By designing learning that allows for greater self-regulations, students

will benefit more from the resequencing of units within the program, and topics within the unit.

Sequencing is significant to the UbD framework as it directly relates to the notion of

intentional and explicit learning outcomes. Modifications have been made to the program, by

placing the unit as the first unit undertaken, and within the unit, by flipping the analysis of

theme and narrative voice. These changes allowed for a greater focus on inquiry learning. The

modification allows students to explore questions of ‘who’ is saying before ‘what’ is said. Within

the sequence of the program, the focus on ‘voice’ and ‘theme’ in the novel unit, will better

prepare students to analyse voice and theme in media in Term 2. Within the unit, the same

principle may be applied with an exploration of voice allowing students to demonstrate UbD
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based outcomes and then build to the complexity of analysing theme – by which point they

have practiced and demonstrated the ability to combine multiple information streams. The final

week’s preparation for representing and reflection task is thus an opportunity for students to

further monitor their comprehension, and further allows the assessment task to have greater

meaning within the UbD framework. The sequencing of learning outcomes to specific weeks

further allows for teachers to monitor students’ progress against timed targets, allowing for

intervention where required.

The modifications made to the AGHS Year 8 English Unit Novel & Short Stories:

Storytelling and the wider year 8 program have been based on an evaluation of the existing

program and unit using Wiggins and McTighe’s (2005) UbD framework. This framework places

student understanding at its centre and requires explicit intellectual/learning outcomes defined

for students, allowing teachers to develop an inquiry based pedagogic practice. In this case,

the focus of developing such as practice has been placed on literacy, numeracy and personal

social capabilities. This will be achieved by altering the sequence of learning, ensuring that

students understand and can apply learning outcomes, by providing formative and summative

assessments in line with defined learning outcomes, allowing students to demonstrate their

understanding, and by engaging students through collaborative learning, effectively utilising

ICT and providing students with opportunities to construct their own learning. These

modifications build on existing school strategies, such as Super 6+ literacy, and provide a

framework for teachers to meet AITSL standards.

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Contextual Redesigned Unit of Work

The following section details the proposed redesigned unit of work.

• Significant alterations to the original have been highlighted and are specifically

justified in this report.

• Please note the changes in formatting, of the Unit Outline, to accommodate UbD

framework considerations.
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Scope & Sequence

Altered sequencing shaded blue, altered details within a unit are highlighted.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 1 Novel and Short Stories Unit
This unit focuses on the concept of storytelling and elements and techniques needed to compose a sophisticated and creative narrative/short story. Students will engage in an
in-depth novel study supplemented with a range of short stories. Students will examine the text conventions, narrative voice, and language techniques and how they create
meaning.
Outcomes: EN4-1A, EN4-4B, EN4-5C, EN4-6C, EN4-7D, EN4-8D
Concept: The Story Teller
Texts: Teacher’s Choice
Assessment: Persuasive Speech (Term 1, Week 8/9)
Reading strategies: Text conventions, summarising, connect (themes), key vocabulary, visualise, inference, predict.

Term 2 Newspaper & Non-Fiction Unit

This unit requires students to examine a range of text types, forms, features and language features. Students will read and comprehend texts about social issues and varying
perspectives surrounding those issues.
Outcomes: EN4-1A, EN4-3B, EN4-4B, EN4-7D
Concept: Changing Perspectives
Texts: newspapers, speeches, poems, multimedia, short stories, editorials, magazine.
Assessment: Reading & Writing (Term 2, Week 8/9)
Reading strategies: Text conventions, determining importance, summarising, connect, key vocabulary

Term 3 Poetry Unit Film Study

This unit requires students to analyse various poems. Students are to focus on poet techniques, This unit focuses on the concept of diversity and/or sustainability in
structure, purpose and tone and understand how these features create meaning. a film. Students will analyse the film by identifying and explaining
Outcomes: EN4-1A, EN4-3B, EN4-4B film techniques, themes and characterisation.
Concept: The World’s Thoughts Outcomes: EN4-1A, EN4-2A, EN4-3B
Texts: a range of poems Concept: Diversity and/or Sustainability
Assessment: Listening Task (Term 3, Week 6) Texts: Whale Rider, The Box Trolls, Footy Legends
Reading strategies: Text conventions, summarising, connect (themes), key vocabulary, inference,
determining.

Term 4 Film Study Shakespeare’s play

Assessment: Visual This unit requires students to compare two texts. Depending on the level of student’s ability, students will examine the play Hamlet by
Representation (Term 4, Week 2) reading extracts and make connections to the Disney film The Lion King.
Reading strategies: Text Outcomes: EN4-1A, EN4-5C, EN4-6C,
conventions, predict, summarising, Concept: Comparison between texts
connect, (themes), key vocabulary Texts: Hamlet & The Lion King
Class Task (No Assessment): Drama Performance
Reading strategies: Text conventions, determining importance, summarising, connect, key vocabulary
Note: Each Unit of Work studied includes a grammar, literacy, ICT and numeracy focus and Journal work is a key part of each unit. It is also expected that texts that relate to the following be
studied: Indigenous, Asia and Sustainability. Students are expected to complete set homework and class tasks. These tasks may be included in outcomes appearing on reports.
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Concept Map – The Story Teller

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Assessment
Task

Auburn Girls High School

Assessment Task Notification
Name: Teacher:
Speaking Task
Class: Weight:
All Year 8 25%
Duration: Task number:
Speech must be 3 – 4 minutes long 1
Date issued: Date due:
Term 1 Week 7 Term 1 Week 10

Outcomes to be assessed in this task:

EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
EN4-4B: makes effective language choices to creatively shape meaning with accuracy, clarity and
coherence
EN4 5C: thinks imaginatively, creatively, interpretively and critically about information, ideas and
arguments to respond to and compose texts
EN4-6C: identifies and explains connections between and among texts
EN4-7D: demonstrates understanding of how texts can express aspects of their broadening world
and their relationships within it
EN4-8D: identifies, considers and appreciates cultural expression in texts

Task instructions/ What do I need to do:

Students will:
You have been exploring the concepts of ‘voice’ and ‘theme’ in literature, specifically how
language techniques allow readers to identify these aspects of a text. You are to prepare
a discussion in the form of a speech. It is to be 3 – 4 minutes long and respond to
following statement:

Discuss how language techniques affect voice and theme in relation to a text you have
studied.

On the day the assessment is due everyone must hand in a written copy of her speech.

Note: If you are absent on the due date of an assessment task, you must bring a
medical certificate to the Head Teacher to explain your absence and be prepared to sit
the examination/alternate examination on the first day you return to school. Missed
assessment tasks, without valid documentation, will be awarded zero marks and the issue
of an N-Warning letter to your parents.

You will be assessed on how well you:

- have researched your topic and the content and evidence you present in your
argument.
- The logical sequences of your speech using linking words
- deliver your speech: eye contact, stance, pace, voice, intonation and gesture.
- remain within the time limit.
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Marking Criteria

Marking Criteria Mark

• Presents a speech with coherence, control and complete arguments which are well A
developed. Introduction has a clear position statement and body with detailed supporting 17 - 20
evidence and a conclusion.
• Speech contains sustained and effective use of language, at least 3 – 4 techniques, as
evidence. This evidence is used appropriately and appeals to the listener.
• Provides extensive, detailed knowledge and insightful understanding of their chosen
topic.
• Utilises excellent speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is within the set timeframe.
• Presents a speech with well-developed arguments. Introduction has a clear position B
statement and body with detailed supporting evidence and a conclusion. 13 - 16
• Speech uses effective language techniques, at least 2 - 3 techniques, as evidence.
These devices are used appropriately and appeal to the listener.
• Provides detailed knowledge and insightful understanding of their chosen topic.
• Utilises well-developed speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is within the set timeframe.
• Presents a speech with developed arguments. Contains an introduction with a C
developing statement and body with supporting evidence and a conclusion. 9 - 12
• Speech uses some language techniques, at least 1 – 2 devices, as evidence.
• Provides detailed knowledge of their chosen topic.
• Utilises some speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is over/under time frame by thirty seconds.
• Presents a speech with limited arguments. May contain an introduction, body with limited D
evidence and a conclusion. 4- 8
• Speech uses limited evidence..
• Provides limited knowledge of their chosen topic.
• Limited speaking devices; limited eye contact, minimal facial expressions, stance,
irregular pace, monotonic tone and limited volume.
• Speech is over/under time frame by a minute
• Presents a speech with little to no argument. May contain some features of a discussion E
text structure. 0 – 3.5
• Speech uses little to no evidence.
• Provides basic knowledge of their chosen topic.
• Basic speaking devices; basic eye contact, minimal facial expressions, stance, irregular
pace, monotonic tone and limited volume.
• Speech does not meet the time frame.
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Unit Outline
Modifications marked in red.

Year 8 English
Novel and short stories: Storytelling

Unit Overview
This unit focuses on the study of the concept ‘storytelling’ and elements associated with novels and short stories. Students will study language techniques
needed to compose a sophisticated and creative narrative/short story. Students will engage in an in-depth novel study supplemented with a range of short
stories. Students will examine the text conventions, narrative voice, and language techniques and how the author creates meaning through language.

Duration Super 6 + Key Vocabulary

10 Weeks Prediction Narrative
Term 1, Weeks 1-10 Predict what the novel will be about, what the main Genre
Assessment characters will be like and what the genre of the novel Characterisation
will mean for the direction the novel takes.
Assessment for learning Narrative voice
Book marking Questioning Plot development
Teacher questioning Thin and thick questions on the novel as it is being Themes
Group/individual activities and presentations read; also, ‘who, what, where, when, how and why’ Composer
questions about characters and their motivation and
Comprehension checks Responder
themes raised in the novel. Students write their own
Feedback questions and have others answer them – questions Nominalisation
Peer & self-assessment can be swapped. Voice
Assessment as learning Language Techniques
KWL sheet (end of attachments) Visualising simile
Exit slips Choose a scene from the novel and draw it; draw a metaphor
Reflective activities character as they have been visualised in the novel. allusion
Create a visual collage of the themes or imagery of the
Quizzes alliteration
novel. Create a storyboard based on the plot.
Journal Activities* imagery
Assessment of learning Connecting five senses
Summative Assessment - Speaking Task Brainstorm issues raised in the themes – link to own hyperbole
Term 1 Week 9/10 lives or the lives of people they know. repetition
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Journal Activities* Summarising tone/mood

UbD Framework Assessments Summarising ideas raised in the novel chapters, Words associated with the particular novel
characters, plot. chosen
Legacy School literacy methonds are
Monitoring highlighted like this. Teachers to develop
Students monitor their understanding by reference to activites with reference to these litracy
UbD framework and collaborative learning strategies
Syllabus Outcomes
EN4-1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure
EN4-3B: selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and
explaining their effects on meaning
EN4-4B: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
EN4-6C: investigates the relationships between and among texts
EN4-7D: understands and evaluates the diverse ways texts can represent personal and public worlds
EN4-8D: questions, challenges and evaluates cultural assumptions in texts and their effects on meaning
EN4-9E: purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness
Resources
The novel around which the focus of the unit will be based.
Appropriate newspaper articles, songs, short stories, poems, documentaries, short films or clips from Youtube.
Purchased and original past NAPLAN papers.
KWL sheet (at end of program)
Tips for public speaking: http://www.famous-speeches-and-speech-topics.info/giving-writing-speeches/
https://www.youtube.com/user/publicspeaking12?feature=watch
Overcoming nerves: https://www.youtube.com/watch?v=mbDipVRt5aE
English Folder – Year 9 English - Novel
ICT Resources including computer lab/laptops
Outcomes Teaching & Learning Activities Resources Reg.
Syllabus UbD Developing Core UbD Assessment Extension
Week 1 - Before starting the novel
EN4-3B – Students Teacher- Predicting – begin Students provide a Author study. Novel
engage identify guided by predicting what written explanation of Predict what the main Teacher
personally information in analysis of the novel will be what they think will characters will be like and developed
with text the text and the visual about by closely happen to a character. what the genre of the novel questions/activities
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make literacy looking at the front will mean for the direction Computer lab
inferences involved in book cover and the the novel takes.
regarding what the design of visual literature
will occur in the the book used to create it.
plot. cover. Close reading of
the first page
Create an acrostic
poem out of the
title.
Group Project:
Students work in
groups for 5 weeks
to develop a wiki
database of their
learning activities
and understanding
of the novel
Week 2 - Reading the novel
E4-1A – Students Teacher- Questioning – as Character profiles are Create own plot diagram. Novel
develop complete a guided the novel is read complete and detailed. Look up difficult words Teacher
and apply character assistance - questions on each independently. developed
knowledge profile of a eg reading chapter are to be questions/activities
character in the the novel out completed and the Read the novel and answer Computer lab
novel. These loud and answers checked. the set questions
EN4-3B – Student developed
are combined helping with Questions can vary independently.
engage online tools
on the group the answers from thin to thick
personally database. to questions ones.
with text set. Key Vocabulary –
as difficult words
are encountered,
words are
explained and
added to a
vocabulary list.
EN4-8D –
respond to
and
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compose
text
Week 3 - Reading the novel
EN4-1A – Students Teacher- Summarising – Database contains Themes are identified and Novel
develop provide guided Summarise key comprehensive novel athematic summary of the Teacher
and apply individual assistance - ideas raised in the summary. novel is added to database. developed
knowledge chapter eg reading novel chapters, questions/activities
summaries, the novel out characters, plot.
these are loud and Text conventions Computer lab
EN4-3B – synthesised helping with – revise the Student developed
engage into one on the answers conventions online tools
personally database. to questions associated with
with text set. novels and apply
them to the novel
being studied plus
the concept of
‘voice’. Analyse
these ideas in
detail.
EN4-8D –
respond to
and
compose
text

Week 4 - At the end of the novel

EN5-1A – Students create Teacher- Determining Visual Visual representation is Novel
develop a visual guided Importance – representations/graphs expanded to include Teacher
and apply representation assistance eg what are the key are numeracy activities rising/falling action & developed
knowledge of events in the scaffolding issues raised in the and chart literary data themes. questions/activities
novel. Within a information, novel, what are the and plot. Computer lab
group, this data getting key events in the
EN4-3B – Student developed
is synthesised students to novel, where is the
engage online tools
into one work in climax, riding
personally documents for groups. action and falling
with text the wiki. action? Plot these.
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Inference –
examples of
inference from the
EN4-8D –
novel and other
respond to
texts used to
and
highlight chosen
compose
social issues. Use
text
a Venn diagram to
highlight key
issues and any
overlap between
them.
Correctly
sequence events
that occurred in the
novel.
Week 5 - Group Presentations
EN4-1A – Multimedia N/A In groups, students Feedback provided N/A Novel
develop presentation present a Student developed
and apply significant online tools
knowledge contribution they
made to the
EN4-3B – database and and
engage explain challenges
personally they faced, and
with text how it helped to
group.
Explicit feedback
for students will
prepare them for
Assessment Task
EN4-8D – 1
respond to
and
compose
text

Week 6 - Narrative Voice

16142581 21

EN4-3B - Teacher- ➢ Identify and Figurative use of ‘voice’ Novel

engages guided analyse the Teacher
in literary assistance ‘voice’ in the developed
texts with and novel being questions/activities
a scaffolding studied, Secondary text
sustained particularly examples
voice. looking at the
literacy
techniques used
to create it.
➢ What is
‘voice’?
➢ Concept of
‘literal’ versus ‘non-
literal’ or figurative
voice
➢ Literacy
techniques used to
create ‘voice’
Week 7 - Narrative Voice
EN4-3B - Students Teacher- o Key Student writing submitted Allocate themes – one per Novel
engages construct PEEL guided Vocabulary – as and responded to with group and each group is to Teacher
in literary paragraphs assistance difficult words are explicit quality criteria and link the theme to quotations developed
texts with discussing and encountered, feedback from the novel and are to questions/activities
a Voice scaffolding words are research their theme and Secondary text
sustained explained and provide a PPT presentation examples
voice. added to a to the class.
vocabulary list.
o Summarising – Computer lab
Summarise key Student developed
ideas relating to online tools
voice in the novel.
o Determining
Importance –
which literary
techniques relate
to the creation of
‘voice’ in the novel
16142581 22

and which is/are

the most
important?
o Questioning –
students answer
thin and thick
questions relating
to ‘voice’ and its
creation and
effectiveness.
Week 8 - Deeper Analysis of Themes
EN4-1A – Students Teacher- ➢ Define what Student writing submitted In groups, students find Novel
develop construct PEEL guided is meant by a and responded to with own related texts to Teacher
and apply paragraphs assistance eg ‘theme’. explicit quality criteria and demonstrate the issue. developed
knowledge discussing scaffolding, ➢ Brainstorm feedback Share it with the class and questions/activities
theme providing the themes or justify the reason for the
Secondary text
other text issues raised in the choice.
examples
examples
EN4-3B – novel. For each Computer lab
that theme chosen to
engage
demonstrate study in detail:
personally
the social o Define the Student developed
with text
issue chosen. theme online tools
o Relate it to the
novel finding
appropriate quotes
EN4-6C –
and
respond to
characters/events
and
in the novel that
compose
highlight this issue
texts
o Now relate
theme to students
– what connection
can be made to
this issue?
o Key
EN4-7D – Vocabulary – as
develop difficult words are
encountered,
16142581 23

and apply words are

contextual explained and
knowledge added to a
vocabulary list.
o Summarising –
Summarise key
ideas raised in the
novel.
o Determining
EN4-8D – Importance –
respond to which theme is
and more important – if
compose relevant
text o Questioning –
students answer
thin and thick
questions on the
themes studied.
Week 9 - Preparation for Assessment Task
EN4-9E – Teacher- ➢ Revise Novel
engage guided Representation
personally assistance and Reflection
with texts texts.
o Students can
be shown
examples
o Need to closely
teach the
requirements of
reflective writing –
also scaffolding
and modelling is
essential
Week 10 - Assessment Week
All above
16142581 24

References
Auburn Girls High School (2017) Novel & Short Stories: Storytelling Unit Outline.

Unpublished.

Auburn Girls High School (2017, 2) Year 8 English Program. Unpublished.

Auburn Girls High School (2017, 3) Year 8 English Assessment Outline. Unpublished.

Australian Curriculum, Assessment and Reporting Authority (2011). General Capabilities

Consultation Report. Retrieved from

http://docs.acara.edu.au/resources/General_Capabilities_-_Consultation_Report_-

_December__2011.pdf

Australian Curriculum, Assessment and Reporting Authority (2017). Auburn Girls High

School. My Schools. Retrieved 17 April, 2018, from

https://www.myschool.edu.au/school/41571.

Blessinger, P. & Carfora, J. M (ed.s) (2014) Inquiry-Based Learning for the Arts, Humanities,

and Social Sciences : A Conceptual and Practical Resource for Educators. ProQuest

Ebook Central,

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1896279.

Castro Sanchez, J. J., Chirino Aleman, E. (2011) Teachers' opinion survey on the use of ICT

tools to support attendance-based teaching. Computers &

Education Vol. 56, Iss. 3, 911-915.

http://dx.doi.org.ezproxy.uws.edu.au/10.1016/j.compedu.2010.11.005

Chai, C. S., Koh, J. H. L., Tsi, C. (2010) Facilitating Preservice Teachers' Development of

Technological, Pedagogical, and Content Knowledge (TPACK) Educational

Technology & Society Vol. 13, Iss. 4, 63-73. https://search-proquest-

com.ezproxy.uws.edu.au/docview/851231392?accountid=36155

Fu, J. S. (2013) ICT in Education: A Critical Literature Review and Its Implications

International Journal of Education and Development using Information and

Communication Technology (IJEDICT), 2013, Vol. 9, Issue 1, pp. 112-125

16142581 25

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational

Research, 77 , 81 – 112.

Hmelo-Silver, C., Duncan, R., & Chinn, C. (2007). Scaffolding and achievement in problem

based and inquiry-learning: A response to Kirschner, Sweller and Clark (2006).

Educational Psychologist , 42 (2), 99 À 107. doi:10.1080/00461520701263368 in

Blessinger, P. & Carfora, J. M (ed.s) (2014) Inquiry-Based Learning for the Arts,

Humanities, and Social Sciences : A Conceptual and Practical Resource for

Educators. ProQuest Ebook Central,

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1896279.

KOÇ, M.(2005) ‘Implications of Learning Theories for Effective Technology Integration and

Pre-service Teacher Training: A Critical Literature Review’ Journal of Turkish

Science Education; Trabzon Vol. 2, Iss. 1, May: 2-18.

Laveault, D., & Allal, Linda. (Eds.) (2016). Assessment for Learning (The Enabling

Power of Assessment). DOI 10.1007/978-3-319-39211-0_17 293

Levin, T. Wadmany, R. ‘(2007) Teachers' Beliefs and Practices in Technology-based

Classrooms: A Developmental View’ Journal of Research on Technology in

Education; Eugene Vol. 39, Iss. 2, (Winter 2006/2007): 157-181.

Maaß, K., & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day

teaching: A synthesis. ZDM,45(6), 779-795.

McMahon, G. (2009) Critical Thinking and ICT Integration in a Western Australian

Secondary School. Educational Technology & Society Vol. 12, Iss. 4: 269-281

Retrieved from

https://search-proquest-

com.ezproxy.uws.edu.au/docview/61835092?accountid=36155

Newhouse, C. P. (2013). ‘ICT in the Australian curriculum.’ In Proceedings of the 21st

International Conference on Computers in Education (pp. 914-919). Bali, Indonesia.

Uhamka Press. Retrived from

http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1378&context=ecuworks2013
16142581 26

Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning:

A model and seven principles of good feedback practice. Studies in Higher

Education, 31 (2), 199 – 218.

Thompson, S. (2015) ‘Australian Students in a Digital World’ Policy Insights, 3. Australian

Council for Education Research. Retrieved from

https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=policyinsights

Tucker, K. (2008) Teaching and Learning early number: Mathematics through play, Open

University Press: Berkshire

Wiggins, G. and McTighe, J. (2005) Understanding by Design, Expanded 2nd ed. E-book.

Association for Supervision and Curriculum Development. Retrieved from

https://www.cpet.ufl.edu/wp-content/uploads/2016/06/Understanding-by-Design-

Expanded-2nd-Edition.pdf
16142581 27

Appendices – Original Documents

I – Original Scope & Sequence ...........................................................................................28
II – Original Assessment Summary .....................................................................................29
III – Original Assessment Task ............................................................................................30
IV - Original Unit Outline ......................................................................................................31
16142581 28

I – Original Scope & Sequence

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 1 Newspaper & Non-Fiction Unit
This unit requires students to examine a range of text types, forms, features and language features. Students will read and comprehend texts about social issues and varying
perspectives surrounding those issues.
Outcomes: EN4-1A, EN4-3B, EN4-4B, EN4-7D
Concept: Changing Perspectives
Texts: newspapers, speeches, poems, multimedia, short stories, editorials, magazine.
Assessment: Persuasive Speech (Term 1, Week 8/9)
Reading strategies: Text conventions, determining importance, summarising, connect, key vocabulary

Term 2 Novel and Short Stories Unit

This unit focuses on the concept of storytelling and elements and techniques needed to compose a sophisticated and creative narrative/short story. Students will engage in an
in-depth novel study supplemented with a range of short stories. Students will examine the text conventions, narrative voice, and language techniques and how they create
meaning.
Outcomes: EN4-1A, EN4-4B, EN4-5C, EN4-6C, EN4-7D, EN4-8D
Concept: The Story Teller
Texts: Teacher’s Choice
Assessment: Reading & Writing (Term 2, Week 8/9)
Reading strategies: Text conventions, summarising, connect (themes), key vocabulary, visualise, inference, predict.

Term 3 Poetry Unit Film Study

This unit requires students to analyse various poems. Students are to focus on poet techniques, This unit focuses on the concept of diversity and/or sustainability in
structure, purpose and tone and understand how these features create meaning. a film. Students will analyse the film by identifying and explaining
Outcomes: EN4-1A, EN4-3B, EN4-4B film techniques, themes and characterisation.
Concept: The World’s Thoughts Outcomes: EN4-1A, EN4-2A, EN4-3B
Texts: a range of poems Concept: Diversity and/or Sustainability
Assessment: Listening Task (Term 3, Week 6) Texts: Whale Rider, The Box Trolls, Footy Legends
Reading strategies: Text conventions, summarising, connect (themes), key vocabulary, inference,
determining.

Term 4 Film Study Shakespeare’s play

Assessment: Visual
Representation (Term 4, Week 2)
Reading strategies: Text
conventions, predict, summarising,
connect, (themes), key vocabulary
This unit requires students to compare two texts. Depending on the level of student’s ability, students will examine the play Hamlet by
reading extracts and make connections to the Disney film The Lion King.
Outcomes: EN4-1A, EN4-5C, EN4-6C,
Concept: Comparison between texts
Texts: Hamlet & The Lion King
Class Task (No Assessment): Drama Performance
Reading strategies: Text conventions, determining importance, summarising, connect, key vocabulary

Note: Each Unit of Work studied includes a grammar, literacy, ICT and numeracy focus and Journal work is a key part of each unit. It is also expected that texts that relate to the following be
studied: Indigenous, Asia and Sustainability. Students are expected to complete set homework and class tasks. These tasks may be included in outcomes appearing on reports.
16142581 29

II – Original Assessment Summary

Course Description
The course begins with a Non-fiction Unit where newspapers and their evolution are examined as a media study, followed
by the study of a variety of other non-fiction texts. Term 2 is the Novel and Shot Stories Unit where examples of both texts
are studied in detail. Next, a Poetry Unit is studied and a variety of poems are examined in detail followed by a Film Study
incorporating visual literacy and the concept of sustainability. The final unit is a comparative study and the Shakespearean
play ‘Hamlet’ is compared to the file ‘The Lion King’ which is an appropriation of the original Shakespearean text. Each unit
of work will include grammar, literacy, ICT, numeracy and journal work.

TASK 5
TASK 1 TASK 2 TASK 3 TASK 4
Assessment Weighting All Year
Term 1, Week 9 Term 2, Week 5 Term 3, Week 6 Term 4, Week 2
Component % Class Activity
Speaking Novel/Short Stories Poetry Film
Marks
Writing, Speaking,
20 10 10
Representing
Reading,
20 20
Listening, Viewing
Analysing
15 10 5
Language
Communicating
15 5 5 5
and context

Expressing views 15 5

Interpreting,
imaginative and 15 5 5 5
critical thinking
ENA: 1A, 2A, ENA: 1A, 2A,
Outcomes EN4: 1A, 5C, 6C EN4: 1A, 4B, 5C EN4: 1A, 3B, 4C
3B 3B, 4, B, 6C, 9C
Outcome descriptions will be outlined in detail on each assessment task.
16142581 30

III – Original Assessment Task

Auburn Girls High School

Assessment Task Notification
Name: Teacher:
Speaking Task
Class: Weight:
All Year 8 25%
Duration: Task number:
Speech must be 3 – 4 minutes long 2
Date issued: Date due:
Term 1 Week 10 Term 2 Week 5

Outcomes to be assessed in this task:

EN4 2A: effectively uses a widening range of processes, skills, strategies and knowledge
for responding to and composing texts in different media and technologies
EN4 5C: thinks imaginatively, creatively, interpretively and critically about information,
ideas and arguments to respond to and compose texts
EN4-6C identifies and explains connections between and among texts
EN4-7D demonstrates understanding of how texts can express aspects of their broadening
world
and their relationships within it

Task instructions/ What do I need to do:

Students will:
You have been exploring the changing role of technology and media, specifically the
influence of television. You are to prepare an argument in the form of a persuasive
speech. It is to be 3 – 4 minutes long and respond to following statement:

Technology plays a major role in society

On the day the assessment is due everyone must hand in a written copy of her
speech.

Note: If you are absent on the due date of an assessment task, you must bring a
medical certificate to the Head Teacher to explain your absence and be prepared to sit
the examination/alternate examination on the first day you return to school. Missed
assessment tasks, without valid documentation, will be awarded zero marks and the issue
of an N-Warning letter to your parents.

You will be assessed on how well you:

- have researched your topic and the content and evidence you present in your
argument.
- The logical sequences of your persuasive speech using linking words
- deliver your speech: eye contact, stance, pace, voice, intonation and gesture.
- remain within the time limit.
 16142581 31

Marking Criteria Mark

• Presents a speech with coherence, control and complete arguments which are well A
developed. Introduction has a clear position statement and body with detailed supporting 17 - 20
evidence and a conclusion.
• Speech uses sustained and effective use of persuasive devices, at least 3 – 4 devices.
These devices are used appropriately and appeal to the listener.
• Provides extensive, detailed knowledge and insightful understanding of their chosen
topic.
• Utilises excellent speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is within the set timeframe.
• Presents a speech with well-developed arguments. Introduction has a clear position B
statement and body with detailed supporting evidence and a conclusion. 13 - 16
• Speech uses effective persuasive devices, at least 2 - 3 devices. These devices are
used appropriately and appeal to the listener.
• Provides detailed knowledge and insightful understanding of their chosen topic.
• Utilises well-developed speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is within the set timeframe.
• Presents a speech with developed arguments. Contains an introduction with a C
developing statement and body with supporting evidence and a conclusion. 9 - 12
• Speech uses some persuasive devices, at least 1 – 2 devices.
• Provides detailed knowledge of their chosen topic.
• Utilises some speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is over/under time frame by thirty seconds.
• Presents a speech with limited arguments. May contain an introduction, body with limited D
evidence and a conclusion. 4- 8
• Speech uses limited persuasive devices.
• Provides limited knowledge of their chosen topic.
• Limited speaking devices; limited eye contact, minimal facial expressions, stance,
irregular pace, monotonic tone and limited volume.
• Speech is over/under time frame by a minute
• Presents a speech with little to no argument. May contain some features of a persuasive E
text structure. 0 – 3.5
• Speech uses little to no persuasive devices.
• Provides basic knowledge of their chosen topic.
• Basic speaking devices; basic eye contact, minimal facial expressions, stance, irregular
pace, monotonic tone and limited volume.
• Speech does not meet the time frame.
 16142581 32

IV - Original Unit Outline

Year 8 English
Novel and short stories: Storytelling
Unit Overview
This unit focuses on the study of the concept ‘storytelling’ and elements associated with novels and short stories. Students will study language
techniques needed to compose a sophisticated and creative narrative/short story. Students will engage in an in-depth novel study
supplemented with a range of short stories. Students will examine the text conventions, narrative voice, and language techniques and how the
author creates meaning through language.

Duration Super 6+ Strategies Key Vocabulary

Term 2, Week 1-9 Prediction – predict what the novel will be about, what the Words associated with the particular
main characters will be like and what the genre of the novel chosen.
novel will mean for the direction the novel takes.
Assessment Questioning – thin and thick questions on the novel as it
is being read; also, ‘who, what, where, when, how and Narrative
Assessment for learning
why’ questions about characters and their motivation and Genre
Book marking themes raised in the novel. Students write their own Characterisation
Teacher questioning questions and have others answer them – questions can Narrative voice
Group/individual activities and presentations be swapped.
Visualising – choose a scene from the novel and draw it; Plot development
Comprehension checks
draw a character as they have been visualised in the Themes
Feedback
novel. Create a visual collage of the themes or imagery of Composer
Peer & self-assessment the novel. Create a storyboard based on the plot. Responder
Connect – brainstorm issues raised in the themes – link to Nominalisation
own lives or the lives of people they know.
Text conventions – know the conventions associated with Voice
novels plus other chosen texts to highlight social issues
studied. Language Techniques
 16142581 33

Assessment as learning Summarising – Summarising ideas raised in the novel

KWL sheet (end of attachments) chapters, characters, plot. simile
Determining Importance – what are the key issues raised metaphor
Exit slips in the novel, what are the key events in the novel, where is
Reflective activities allusion
the climax, riding action and falling action? alliteration
Quizzes Inference – examples of inference from the novel and imagery
Journal Activities other texts used to highlight chosen social issues. five senses
Develop a response log in journal writing. Study tone and hyperbole
mood and its importance in the text. repetition
Key Vocabulary – features of narrative and the concept of tone/mood
voice; key themes raised in the novel.

Assessment of learning

Outcomes
EN5-1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN5-3B: selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their
effects on meaning
EN5-4B: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
EN5-6C: investigates the relationships between and among texts
EN5-7D: understands and evaluates the diverse ways texts can represent personal and public worlds
EN5-8D: questions, challenges and evaluates cultural assumptions in texts and their effects on meaning
EN5-9E: purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness

Resources
The novel around which the focus of the unit will be based.
Appropriate newspaper articles, songs, short stories, poems, documentaries, short films or clips from Youtube.
Purchased and original past NAPLAN papers.
KWL sheet (at end of program)
Tips for public speaking: http://www.famous-speeches-and-speech-topics.info/giving-writing-speeches/
https://www.youtube.com/user/publicspeaking12?feature=watch
Overcoming nerves: https://www.youtube.com/watch?v=mbDipVRt5aE
English Folder – Year 8 English - Novel
 16142581 34

Outcomes Teaching & Learning Activities Resources Reg.

Developing Core Extension
EN4-3B – engage Teacher-guided 1. Before starting the novel Author study. Novel
personally with text analysis of the visual Predicting – begin by predicting what the novel will be Predict what the
literacy involved in the about by closely looking at the front book cover and the main characters will
design of the book visual literature used to create it. be like and what the
cover. Create an acrostic poem out of the title. genre of the novel
will mean for the
direction the novel
takes.
Create an acrostic
poem out of the title.
EN4-1A – develop and Teacher-guided 2. Reading the novel Create own plot Novel and teacher-
apply knowledge assistance -eg reading Questioning – as the novel is read questions on each diagram. developed
EN4-3B – engage the novel out loud and chapter are to be completed and the answers checked. Look up difficult questions.
personally with text helping with the Questions can vary from thin to thick ones. words
EN4-8D – respond to and answers to questions Key Vocabulary – as difficult words are encountered, independently.
compose text set. words are explained and added to a vocabulary list. Read the novel and
Summarising – Summarise key ideas raised in the novel answer the set
chapters, characters, plot. questions
independently.
EN4-1A – develop and Teacher-guided 3. At the end of the novel Novel and teacher
apply knowledge assistance eg Correctly sequence events that occurred in the novel. Allocate themes – developed activities.
EN4-3B – engage scaffolding information, Text conventions – revise the conventions associated one per group and
personally with text getting students to work with novels and apply them to the novel being studied plus each group is to link
EN4-8D – respond to and in groups. the concept of ‘voice’. Analyse these ideas in detail. the theme to
compose text Determining Importance – what are the key issues raised quotations from the
in the novel, what are the key events in the novel, where is novel and are to
the climax, riding action and falling action? Plot these. research their theme
Inference – examples of inference from the novel and and provide a PPT
other texts used to highlight chosen social issues. Use a presentation to the
Venn diagram to highlight key issues and any overlap class.
between them.
 16142581
EN4-1A – develop and
apply knowledge
EN4-3B – engage
personally with text
EN4-6C – respond to and
compose texts
EN4-7D – develop and
apply contextual knowledge
EN4-8D – respond to and
compose text
EN4-3B - engages in literary
texts with a sustained voice.
35
Teacher-guided 4. Deeper Analysis of Themes
assistance eg ➢ Define what is meant by a ‘theme’. In groups, students
scaffolding, providing ➢ Brainstorm the themes or issues raised in the find own related
other text examples that novel. For each theme chosen to study in texts to demonstrate
demonstrate the social detail: the issue. Share it
issue chosen. o Define the theme with the class and
o Relate it to the novel finding appropriate justify the reason for
quotes and characters/events in the novel the choice.
that highlight this issue
o Now relate theme to students – what
connection can be made to this issue?
o Key Vocabulary – as difficult words are
encountered, words are explained and
added to a vocabulary list.
o Summarising – Summarise key ideas
raised in the novel.
o Determining Importance – which theme
is more important – if relevant
o Questioning – students answer thin and
thick questions on the themes studied.
Teacher-guided 5. Narrative Voice Figurative use of ‘Voice’ can be found
assistance and ➢ What is ‘voice’? ‘voice’ in the last 3 pages of
scaffolding ➢ Concept of ‘literal’ versus ‘non-literal’ or figurative this document.
voice
➢ Literacy techniques used to create ‘voice’
➢ Identify and analyse the ‘voice’ in the novel
being studied, particularly looking at the
literacy techniques used to create it.
o Key Vocabulary – as difficult words are
encountered, words are explained and
added to a vocabulary list.
o Summarising – Summarise key ideas
relating to voice in the novel.
o Determining Importance – which literary
techniques relate to the creation of ‘voice’
in the novel and which is/are the most
important?
 16142581 36

o Questioning – students answer thin and

thick questions relating to ‘voice’ and its
creation and effectiveness.

EN4-9E – engage Teacher-guided 6. Preparation for Representing and Reflection Task

personally with texts assistance (Week 8)
➢ Revise Representation and Reflection texts.
o Students can be shown examples
o Need to closely teach the requirements of
reflective writing – also scaffolding and
modelling is essential