Professional Documents
Culture Documents
This program is
sequenced into 8 weeks.
2018 HSC English Teaching Program
Section of Course Course Duration Prescribed Text
Module B: Close Study of Literature English Standard 8 weeks (32 lessons) The Curious Incident of the Dog in the NightTime by Mark Haddon
Module Description
In this module, students develop an informed understanding, knowledge and appreciation of a substantial literary text. Through their development of considered
personal responses to the text in its entirety, students explore and analyse the particular ideas and characteristics of the text and understand the ways in which
these characteristics establish its distinctive qualities.
Students study one text chosen from the list of prescribed texts. They engage in the extensive exploration and interpretation of the text and the ways composers
(authors, poets, playwrights, directors, designers and so on) portray people, ideas, settings, and situations in texts. By analysing the interplay between the ideas,
forms, and language within the text, students appreciate how these elements may affect those responding to it. Students produce critical and creative responses to
the text, basing their judgements on a detailed knowledge of the text and its language features.
Through reading, viewing or listening, students analyse, assess and comment on the text’s specific language features and form. They express increasingly complex
ideas, clearly and cohesively, using appropriate register, structure, and modality. They draft, appraise and refine their own texts, applying the conventions of syntax,
spelling, and grammar appropriately.
Through their analyses and assessment of the text and their own compositions, students further develop their personal and intellectual connections with, and
enjoyment of the text, enabling them to express their informed personal interpretation of its significance and meaning.
The program’s content is in compliance with the HSC
Analysis of rubric for key ideas Rationale for the approach used in this teaching program English Standard syllabus/outcomes.
The rubric suggests the following key ideas, which This teaching program is closely aligned with the HSC English Standard syllabus and outcomes. ‘Module
represent Deep Learning for students: B: Close Study of Literature’ requires students to critically engage with significant ideas and characteristics
● Personal Response: Through exploration and of the text (NESA, 2017). For this reason, the program is sequenced to explore major plot incidents,
analysis, students form critical and creative themes, and characters, which allow students to critically reflect on matters such as the struggle for
responses to the texts ideas and characteristics. personal independence, understanding past and present subjectivity through context, and accepting
● Distinctive Qualities: Students analyse how unique ways of perceiving our world. The program focuses on a detailed analysis of narrative, literary and
narrative and language features influence the linguistic features of the text, including its unconventional structure, form, and crime fiction genre, and the
interpretation of the text. way that these distinctive qualities are used to shape meaning and influence the responder. Consequently,
● Ideas, Forms, and Language: What key themes students develop an appreciation and awareness of the significance and power of language in our lives.
are explored in the text? How are they presented?
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Students will also need to consider: Furthermore, ‘Module B’ emphasises the need for students to develop extensive critical and creative
● Context: How do the composer’s personal, responses to the text (NESA, 2017). Howard Gardner (1983), in his theory of multiple intelligences,
social, and geographical contexts affect the acknowledges that students learn using a combination of learning styles, and that individual strengths and
representation of characters? How do the weaknesses are varied. Therefore, to prompt students’ personal responses to the text and to cater for
responder’s personal, social and geographical student diversity, the program incorporates activities using a range of these styles. For instance, ‘linguistic’
contexts affect the way they understand the text? activities include critical and creative written responses such as reader response journals, diary entries,
● Appreciation: Through personal responses, and formal essays, ‘visual’ activities are included such as infographics, mindmaps, and tension graphs,
students develop an appreciation and value for and ‘bodilykinesthetic’ skills are enhanced through class presentations and roleplay activities. The
the text. program integrates the use of ICT, for example through Google Docs, Google Classroom, and Google
Surveys, to acknowledge how modern technologies now shape the way students learn (Kuraishy &
Bokhari, 2009). The intent of this is to further engage students in their learning and allow the teacher to
effectively monitor students’ progression.
I use my knowledge of student learning to
demonstrate how this program is responsive Research additionally found that the learning needs of diverse students will be met if an integration of
collaborative and independent strategies are used (McNamee, Chen, Masur, McCray & Melendez, 2008).
to a wide range of needs/abilities.
As such, throughout the unit, students are challenged to work individually, for example through mind
dumps, analysis tables, and KWL charts, and in mixedability groups, for example through chapter
analysis’, character profiles and group presentations. Inspired by Benjamin Bloom’s levels of taxonomy
(Anderson et al, 2000), adjustment and extensive tasks are contained throughout the program.
Lowerorder thinking students, for instance, are provided with thesis/paragraph scaffolds to guide and
build on their writing skills (Wood, Bruner & Ross, 1976). On the other hand, higherorder thinking students
are challenged to extend their critical and creative responses to the novel’s complex ideas.
The program mainly targets four syllabus outcomes: EN121, EN123, EN125, and EN127 (NESA,
2017). These are achieved through students’ personal response and composure of a range of texts
(EN121), through the analysis of the structure of the novel and its language forms and features (EN123),
through forming and synthesising ideas, arguments and imaginative responses (EN125), and through
considering the impact of context, perspectives and values on the composure of the novel and the
responder’s interpretation of it (EN127). To ensure that these outcomes are met, feedback on
assessments for, as and of learning is frequently constructed and provided (Killen, 2015).
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An overview to outline some
effective teaching strategies used
throughout the program.
Assessment for learning Assessment as learning Assessment of learning
Teacher feedback: Selfassessment: Inclass plan/draft and written essay
● Reader Response Journals ● Reader Response Journal Weighting: 30%
● Anecdotal records ● Infographic Overview: Ss will be allocated 2 lessons to critically
● Classroom discussions ● ThinkPairShare activities respond to an unseen essay question. In the first
● Google Docs shared annotations ● KWL Chart lesson, Ss will plan and draft their response (notes
● Flow Chart ● Literature Circles will be permitted). In the second lesson, Ss will write
● Google Classroom ● Timeline their response (only Ss written drafts will be
● Critical & creative responses for written review ● Character Profile permitted).
● Group Presentations ● Group Presentation
● Verbal & written feedback on summative ● Tension Graph Outcomes to be assessed: EN121, EN123,
assessment ● Google Survey EN125, EN127
Syllabus Outcomes Teaching and Learning Strategies Resources
Assessment for/as learning
Lessons 12: Syllabus & Novel Context Trailer for the play:
EN125 ● Students (Ss) are provided with the Module B Rubric. Identify, highlight and https://www.youtube.com/watch?v=
define/annotate key terms and phrases. UVrOsXhG61Q
● Infographic : Ss create an infographic about Module B, noting their HSC ● Ss assess their own
The program is expectations, including key terms, phrases, definitions, and images. Infographics understanding of Module B.
sequenced lesson by may be displayed around the classroom. T check Ss understanding
lesson; it gradually ● Empty Outlines : Who is Mark Haddon? Teacher (T) provides a short lecture on of requirements on the
biographical information/background context to the novel while Ss fill out missing infographics.
intensifies in difficulty,
content on the worksheet.
as plot/themes/ ● Mind Dump : T will read out 2 questions related to context, which Ss will revisit at
characters of the novel the conclusion of the module. For each question, Ss will be given 510 minutes to
are introduced. All jot down any thoughts, words, or images that come to mind.
teaching/learning 1. How does your family, experiences, age, etc. influence your
strategies are perceptions/attitudes about the world?
underlined throughout. 2. What qualities do you value most in life?
● PairShare : Discussion on the above 2 questions. Ss are encouraged to think about ● T led discussion > assess
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how these sorts of questions may become relevant to our text. Ss prior knowledge of
EN129 ● Explain that Ss will complete a ‘ Reader Response Journal ’ throughout the unit’s personal context.
entirety. Specific sections, along with their questions, will have a set due date (Ss ● Ss monitor and reflect on
are still expected to independently read the novel by Week 3, Lesson 9). Ss may their own personal
be given spare time during lessons to complete their journals. Ss are given the full responses/understanding of
list of questions. the novel.
● Extension: Watch the trailer for The Curious Incident on Broadway. Brainstorm key
ideas/predictions.
Lesson 3: PreReading Cover image:
EN123 ● Mindmap : In groups, Ss are allocated one of four words from the title: curious, https://imagessl3.casadellibro.com/
incident, dog and nighttime. Ss brainstorm associations with their given word, a/l/t0/63/9781782953463.jpg
before a classroom discussion. Following the discussion, Ss answer this question
regarding the whole title:
○ What predictions can you make about the book/the genre of the book?
● Cover Annotation : Ss are provided with the cover image. Take notes on colour, ● T led discussion > check Ss
layout, style of illustration, lettering and reading paths. Ss answer the same prior knowledge on
question stated above. language features.
● Opening Paragraph : Using the title and cover of the text as a guide, Ss write the
opening paragraph to this text.
● Extension: Ss research critic’s quotes about the novel.
● Section 1 Reader Response Questions due (pp. 120):
○ What is peculiar about how Christopher views the world and interacts with
others? Is it similar or different to your views/the ways that you interact?
○ What is your response to how Christopher reacted to the dead dog? How
would you have reacted?
Lesson 4: Opening of the Novel PDF version of The Curious
EN123 ● As a class, read the opening paragraph. Focus on: Incident:
○ Is this an effective opening of a novel? http://www.metropolitancollege.com/
○ Does this opening gain your interest? Why/why not? curious.pdf
○ What do you predict the novel will be about?
○ What do we learn about our narrator?
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● Ss are given a small booklet listing a range of language features that may be
identified in the novel. Note: Ss should keep this booklet at hand for the rest of
the module.
● Read the remainder of the opening chapter and the following chapter. Ss examine
the way language is used in order to direct the audiences understanding/perception
of the ‘incident’ and introducing Christopher as a character.
○ Make annotations on language forms (e.g. first person, objective ● T assesses Ss ability to
descriptions in past tense, tone), sentence structures (e.g. disjunction, appropriately identify
syntax) and genre (e.g. short/simple sentences creating tension > a crime language forms, sentence
fiction convention). structures, and genre.
● KWL Chart : Asperger’s Syndrome. ● Ss assess prior and post
○ What do Ss know? knowledge of Asperger’s.
○ What do Ss want to know?
■ Independent research.
○ What have Ss learned? Create a list of behavioural traits that may help Ss
to understand Christopher’s character.
EN121 ● Extension: Empathy task. Imagine that you are the sibling of a child with
Asperger’s Syndrome. Write a diary entry detailing:
○ The positives of having a brother/sister with Asperger’s.
○ The challenges/impact on the family.
○ Your hopes/fears about the future of your brother/sister.
Lesson 5: Significance of Context
EN127 Social Context
● T explains: For this Module Ss are expected to demonstrate a close, detailed
understanding of the novel. To prepare Ss for this challenge they need to make
notes as they read the novel on the main features of the novel. During the next few
lessons, Ss are going to focus on context and its effect on meaning.
● Read Chapters 11 and 17. Ss add to the following table using Google Docs :
● Ss should share their
Guiding Question Evidence Technique Answering the Google Docs with the T. T
question observes S contribution
(anecdotal records
encouraged).
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Language Hint: look at the
Describe the dialogue used in choice of words,
the chapters. and modality.
Structure Hint: why are
Describe the structure of they so short
sentences in the chapters. and simple?
Character Hint: first person,
What impression of the colloquial, similes,
character/s is created? visual iconography.
● Ss are challenged to check
● Adjustment: Give Ss hints. In small groups, Ss may collaboratively work on
in on their creative
Google Docs.
responses to texts.
● Extension: Rewrite Chapter 17 from the perspective of the policeman. Focus on a
change in tone and mood.
● Section 2 Reader Response Questions d ue (pp. 2155):
○ What do you think about Christopher’s way of deciding if his day will be
good/bad? Do you understand it?
○ Do you think Christopher is a good detective? Why/why not?
Lesson 6: Significance of Context
EN127
Geographical Context
● T explains that in Chapter 181, Christopher lists the places that he ‘knows’: “home,
or school, or the bus, or the shop, or the street”. He feels a sense of
comfort/familiarity in these places because “I have seen almost everything in it
beforehand and all I have to do is to look at the things that have changed or
moved”.
● T monitors group progress.
● Liturature Circles : Ss read Chapter 67 and 71. Literature roles may include:
End of class discussion
○ Summariser: Produces a summary of the main points, with specific
should occur to consolidate
reference to the setting (where the action happens and when the scene
learning.
changes).
● Ss collaboratively assess
○ Illustrator : Makes visual interpretations of the chapters.
their critical and personal
○ Questioner : Raises relevant questions. For example, why does Christopher
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make comparisons between strangers and France? responses to the chapters.
○ Connector : Constructs texttoself connections. For example, how is this
similar/different to the way I interact with the people that live around me?
○ Literary Luminary : Locates and highlights language features.
○ Discussion Director : The guiding question is ‘what is the significance of
setting in the novel’?
● Individually, students respond to the following question: How does Christopher ● Ss reinforce their analysis
respond to Swindon in these two chapters? In your response, refer to language through a consolidated
features that convey the settings. critical response.
○ Adjustment: Give Ss prompting questions, such as, how does
Christopher’s response differ to his father’s, who refers to Swindon as “the
arsehole of the world”?
Lessons 78: Structure, Form & Genre
EN123 ● T explains:
○ Structure/Form: The novel has an unusual structure/form. For instance,
all of the chapters are prime numbers, the use of emoticons, orthography
and graphics. All of these are used to represent Christopher’s view of the
world and his choices as an unconventional narrator.
○ Genre: The crime fiction genre is evident; however, this genre has been
subverted by having an autistic 15year old boy as the detective. The novel
presents conventions of a crime fiction genre. For instance, the puzzle,
mystery, red herrings, suspect, clues and the isolated detective.
● Using Google Docs , or equivalent, Ss (individually or in pairs) complete the ● T monitors Ss appropriate
following: selection of examples and
analytical depth.
Feature Examples Effect
Emoticons
Orthography
Mysteries
Red Herrings
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Clues
EN125 ● Ss compose a response to the following question: Why do you think Haddon used ● Ss reinforce their analysis
the crime fiction genre and created an unconventional detective? through a consolidated
● Section 3 Reader Response Questions due (pp. 5677): critical response.
○ What is the significance of Christopher finding his way around his fathers
‘forbidding’? What does this tell you about his values?
○ Should Mrs. Alexander have told Christopher?
Lesson 9: Overview of Plot Teacher Study Guide/Chapter
EN121 ● By this stage, Ss are expected to have independently read the novel. Summaries:
● Timeline : Ss individually chronologise major plot points. http://coamed.pbworks.com/f/thecu
● Flow Chart : T writes the major plot on the board, “Mystery: Who killed Wellington?”, riousincidentofthedoginthenigh
and Ss link this to various subplots. time.pdf
● Section 4 Reader Response Questions due (pp. 78104): ● Ss check sequencing of the
○ According to Christopher, what is the difference between intuition and plot.
logic? ● T assesses S ability to
○ How is Christopher’s book alike to The Hound of the Baskervilles? comprehend, organise and
○ Why do you think Christopher’s father got so angry? synthesise key incidents.
Lessons 1011: Chapter Analysis ● T observes S contributions
EN122, EN123 ● In 5 groups of mixedability Ss, using a collaborative Google Docs , Ss deconstruct (anecdotal records). Assess
chapters and highlight common themes. The novel is sectioned as follows: Ss ability to draw
○ Group 1 : Chapters 253 connections between
○ Group 2 : Chapters 59139 themes and the plot.
○ Group 3 : Chapters 149173 ● Ss assess their critical
○ Group 4 : Chapters 179227 analysis of chapters.
○ Group 5 : Chapters 229233
Lessons 1215: Characterisation Interview with Mark Haddon:
EN127 Ss read an interview with Mark Haddon and answer questions focusing on the many ways https://www.powells.com/post/intervi
that we can come to understand Christopher’s character through narration. Sample ews/thecuriouslyirresistibleliterary
questions include:
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○ Why is it crucial for the reader to enter into Christopher’s world? debutofmarkhaddon
○ On p. 15 of the novel, Christopher writes, “Prime numbers are what is left ● T led class discussion to
when you have taken away all the patterns”. Why do you think Christopher check Ss understanding.
likes numbers? You may refer back to the list of Asperger’s behavioural
traits that you made in Week 1.
○ What did Haddon mean when he said that he wanted to “find the
extraordinary inside the ordinary”?
● Character Profile : In groups, Ss are allocated one of the following characters:
○ Christopher John Francis Boone ● Ss present their
○ Ed Boone understanding of characters
○ Judy Boone through these character
○ Mrs. Alexander profiles.
○ Siobhan
○ Mr. & Mrs. Shears
The character profile must include:
○ A description of the character
○ A diagram indicating their major relationships in the play
○ Characteristics, personality traits, and motive/s
EN121 All character profiles will be posted onto Google Classroom . From here, individually, Ss ● T assesses Ss details
must select a different character and write a diary entry from this character’s perspective, provided on the character
reflecting on a key event in the play. profiles.
EN123 ● Character Analysis : Ss will be presented with a number of statements about each ● T led discussion > feedback
character. Underneath each statement, Ss must locate evidence to support this, on Ss analytical depth
identify at least one technique, and analyse its effect on the representation of that (ability to engage with
character’s point of view. Sample statements for each character include: textual details and draw out
○ Christopher is initially averse to unfamiliar people and places. However, meaning).
throughout the novel, he slowly progresses towards independence.
○ Ed does love his son but struggles to deal with him.
○ Judy doubts about her ability to care for her son. Yet, by the end of the
novel, she transforms into a strong, independent woman and we can see
how much she values her family.
○ Mrs Alexander helps Christopher to develop his independence.
○ Siobhan really understands Christopher’s social behaviour like nobody
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else.
○ Mr. Shears, as we see in his relationship with Judy, appears cold and
unfeeling.
○ Mrs. Shears shows that she has little to no patience for both Ed and
Christopher.
● Adjustment: Work on a minor character as a class.
● Section 5 Reader Response Questions due (pp. 105124):
○ Are there things that you don’t like, just as Christopher does not like yellow
and brown?
○ Do you agree with Christopher’s idea of ‘loving someone’?
○ Describe Siobhan and Christopher’s relationship.
Lessons 1617: Narrative Features
EN121, EN123 ● T gives Ss a list of narrative features. In pairs, Ss must locate examples from the ● T checks Ss examples are
novel and explain the effect/purpose of this element. The list should include: relevant.
○ Dialogue (focus on idiomatic language and heavy use of expletives)
○ Graphics (illustrations and text)
○ Action (focus on how the action is described using long sentences,
repeated use of ‘and’, and is often stilted by Christopher’s ‘wandering’
thoughts)
○ Footnotes
○ Description (ensure to include the crafty use of similes)
○ Letters
● Ss critically respond to the following question using correct paragraph structure:
How do Haddon’s narrative choices allow the audience to understand Christopher’s ● T written feedback on the
obscure way of perceiving the world? level of analysis (with
○ Ss responses are to be handed in for T feedback. narrative features) and
● Adjustment: Give Ss scaffold for paragraph structure. Alternatively, give Ss correct paragraph structure.
considerations to include in their response, such as his word choice and the way he ● With a scaffold, Ss can
prioritises information. monitor their writing
● Extension: Read Chapter 137 Christopher’s description of his day at the zoo with progress and assess their
his father. Write your own description of a day in your life, attempting to use the structure.
same writing style as Haddon.
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● Section 6 Reader Response Questions due (pp. 125144):
○ Do you empathise with Christopher’s mother’s reasoning for moving away?
○ Why do you think Christopher’s father hid the letters from him?
Lesson 1821: Group Presentations
● Ss are notified for their upcoming inclass assessment task in Week 8 (Lessons ● T assesses Ss
2728). Ss will be allocated 2 lessons to critically respond to an unseen essay understanding of
question . In the first lesson, Ss will plan and draft their response (notes will be assessment task.
permitted). In the second lesson, Ss will write their response (only Ss written drafts
will be permitted).
EN121, EN124, EN125 ● In groups, Ss will be given 2 lessons to prepare and 1 lesson to present ONE of the ● T observes Ss
following tasks: presentations and provides
○ Critics have suggested that the title The Curious Incident of the Dog in the verbal feedback.
NightTime be changed because it is “disengaging”, “hard to remember”,
and “a mouthful”. Compose the transcript for, or record, a 3minute meeting
between Mark Haddon and his literary agent, discussing the pros and cons
of changing the title. Detail why Haddon chose the title and why it is still
relevant to the novel’s themes. The literary agent should suggest at least
one alternative title for the novel, justifying why it would work.
○ Your group is going to explore the theme ‘order and logic’. Choose ONE
chapter from the novel which best represents this theme, then, you are
required to perform it. After your performance, you must justify (in approx.
1 minute) why your scene supports the theme. In your justification, refer to
textual evidence.
○ Research THREE reviews of A Curious Incident and present a summary of
these different perspectives. Then, develop your own short review of the
novel.
○ Choose THREE minor characters to be part of a panel board. On this
panel, an interviewer will ask each minor character to describe their
perspective on a key incident in the novel.
○ Create a 2minute trailer with appropriate recording, sound effects,
dialogue and images for the novel to be adapted into a movie. Provide a
1minute justification for your chosen scenes, sound effects etc.
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○ Compose a 3minute presentation on the key ideas/themes explored in the
novel. Your presentation should include textual evidence.
● Section 7 Reader Response Questions due (pp. 145173):
○ What is special about the way Christopher views the mind?
○ How did Christopher react to finding out that his father killed Wellington?
How would you have reacted?
Lesson 2223: Humour
● T reminds Ss that at the beginning of Chapter 13, Christopher writes “This will not
be a funny book”.
EN127 ● Class Discussion : Was this statement ironic, because the novel is in fact funny? Or ● T led classroom discussion.
is it not, because Christopher means exactly what he says (link to theme honesty)?
● Role Play : As a class, Ss take turns reading the following humorous incidents,
using a tone they imagine to be alike Christopher’s:
○ Dogs are more clever and interesting than some people p. 6.
○ Christopher explains his father’s joke p. 10.
○ Christopher describes why he finds people confusing pp. 1920.
○ Christopher’s conversation with Mr. Jeavons p. 32.
○ What Terry said about Christopher p. 33.
○ Christopher’s conversation about God pp. 4243.
○ Christopher’s description of Mr. Wise p. 49.
○ Mr. Shears p. 5455.
○ Special needs p. 56.
○ Christopher’s behavioural problems pp. 5960.
○ Christopher’s reasoning p. 72.
○ Christopher’s angry father p. 104.
○ Christopher’s conversation with the policeman pp. 184187.
○ Christopher barking p. 190.
○ Christopher on the train p. 198.
○ Christopher saving Toby pp. 224226.
● After Ss reading, they must justify why they were funny (is it the incident or the
narration?). Did they make Ss feel any other emotions?
EN121 ● Ss critically respond to the following question: Examine humour in The Curious ● T check Ss written
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Incident of the Dog in the NightTime as communicated by a narrator who does not responses.
understand it.
● Section 8 Reader Response Questions due (pp. 174195):
○ Why does Christopher find it difficult to be in new places?
○ How do you relate to the way Christopher likes things in order? Or, are you
the complete opposite?
Lesson 2426: Preparing for Assessment
Developing a Thesis
● The class explores what is expected of Ss in Paper 2 Section II of the HSC
examination:
○ Responses must reflect your personal understanding of the novel through
a welldeveloped thesis.
○ Ss are marked on how well they integrate this thesis argument throughout
their response, with the use of textual evidence which supports and
challenges their point of view.
● Break down of various text types that Ss may need to respond to including:
exposition, discussion essay, speech, formal essay.
EN121, EN125 ● Ss develop thesis responses to the following questions: ● T assesses Ss ability to
○ 2005 HSC Question: Identify a key episode in your prescribed text. form a strong thesis.
Analyse the ways in which this episode reflects both the ideas and the
characteristics of the text as a whole.
○ 2006 HSC Question: In what ways does the author draw you into the world
of the novel?
○ One of the main ideas throughout The Curious Incident of the Dog in the
NightTime is that order and logic should be prioritised over intuition. Do
you agree?
○ You have been asked to justify why/why not The Curious Incident of the
Dog in the NightTime should/should not remain on the HSC Prescribed
Text list.
● Adjustment: Do the first question together as a class.
● PMI : Ss swap thesis’ with a partner and formulate positive, minus, and interesting
feedback. ● Ss reflect on their writing.
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● Maintaining your argument : Ss select one of the above questions and
mindmap/brainstorm how they could maintain the argument (subarguments).
● Adjustment: Provide a scaffold for Ss/hints including key incidents, characters,
setting, quotes etc. ● Scaffolds, or a checklist,
● Extension: Get Ss to include textual evidence. can be used for Ss to
● Extension: Ss may form a written paragraphed response to one of the questions. monitor their writing
● Section 9 Reader Response Questions due (pp. 196220): process.
○ Do you think the policeman understood Christopher? Why/why not?
○ Why do you think Christopher’s train experience is so significant?
Lesson 2728: Assessment ● Summative Assessment
EN121, EN123, EN125, ● Inclass plan/draft for the following question:
EN127
“The portrayal of characters and their experiences in The Curious Incident of the Dog in the
NightTime move us to a deeper understanding of acceptance.”
Do you agree?
Select a character from the novel and justify your response, making detailed reference to
the text.
● Ss are given second lesson to compose their final essay.
Lesson 2930: Reflecting Back
EN121 ● Tension Graph : In pairs, Ss construct a ‘tension graph’, where they chronologically ● Ss check their own
plot major incidents in the narrative. Underneath the graph, Ss must outline each understanding of the
incident. The graph should look as follows: novel’s events and the
narrative structure.
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● ThinkPairShare : Ss compare similaritires and differences.
○ Guiding question: What does this tell you about the nature of Christopher’s ● Ss reflect on their own
journey and the narrative structure of the novel? understanding by
● Section 10 Reader Response Questions due (pp. 221244): comparing with a peer.
○ What is Christopher’s relationship with Toby?
○ What are your first impressions of Mr. Shears?
● In Chapter 47, Christopher refers to his wandering mind as “digressions”. Ss are to
choose one chapter where Christopher uses this technique and: ● S led discussion.
○ Summarise the chapter.
○ Comment on how it allows us to understand Christopher’s mind.
○ Explain the effect of this narrative technique.
● Section 11 Reader Response Questions due (pp. 245268):
○ What is Christopher’s peoplefree universe like?
○ Have your opinions on Christopher’s mother changed?
Lesson 3132: Feedback for Assessment/Feedback from Marking Centre Feedback from Marking Centre
EN129 ● T discusses common classroom strengths and weaknesses in the assessment. http://educationstandards.nsw.edu.a
○ T reinforces the structure of essay using ‘PEEL’ format. u/wps/portal/nesa/resourcefinder/h
● Ss read and annotate the highest scoring essay. scexampapers/2017/englishstand
● Individualised verbal feedback to all Ss. ard2017hscexampack
○ While this occurs, Ss spend time rewriting a paragraph from their inclass ● Ss monitor their own
assessment based on T written feedback.
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Natalie Messina S00184853
● Ss explore feedback from HSC marking centre. learning and the
● Mind Dump : Revisit questions from lesson one; however, Ss now answer for improvements they can
Christopher: make to their understanding
○ How does Christopher’s family, experiences, age, etc. influence his through the assessment.
perceptions/attitudes about the world?
○ What qualities does Christopher value most in life?
● Google Survey evaluation of unit: Ss reflect on their experiences of the unit
(characters they liked/disliked, themes they resonated with, teaching activities they ● Ss assess their overall
enjoyed, areas for improvement, etc.). development.
Teacher Evaluation:
● Did students develop a sophisticated understanding of The Curious Incident of the Dog in the NightTime ?
● Was time allocation appropriate and effectively managed?
● Did teaching strategies/activities meet the needs of diverse learners?
● Were students engaged with both the activities and the text?
● Did the learning activities and the summative assessment task satisfy the targeted outcomes?
● Overall, what went well, and what did not? What recommendations can I make for the future?
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Natalie Messina S00184853
References
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001).
A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives . New York:
Pearson, Allyn & Bacon.
BookRags, Inc. (2007). The Curious Incident of the Dog in the NightTime. Gale.
Dave. (2006, October 10). The Curiously Irresistible Literary Debut of Mark Haddon. Powell’s City of Books . Retrieved October 12,
2018, from https://www.powells.com/post/interviews/thecuriouslyirresistibleliterarydebutofmarkhaddon
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books.
Haddon, M. (2003). The Curious Incident of the Dog in the NightTime. Great Britain: David Fickling Books.
Kuraishy, S., & Bokhari, M. U. (2009). Teaching effectively with elearning. International Journal of Recent Trends in Engineering,
1 (2), 291–293.
London Theatre Bookings. (August 12, 2015). The Curious Incident of the Dog in the NightTime Official Trailer [Video file].
Retrieved October 4, 2018, from https://www.youtube.com/watch?v=UVrOsXhG61Q
McNamee, G., Chen, J., Masur, A., McCray, J., & Melendez, L. (2008). Assessing and teaching diverse learners. J ournal of Early
Childhood Teacher Education, 23 (3), 275282.
NSW Education Standards Authority (NESA). (2017). English Standard 2017 HSC Exam Pack. Retrieved 20 October, 2018, from
NESA Web Site:
http://educationstandards.nsw.edu.au/wps/portal/nesa/resourcefinder/hscexampapers/2017/englishstandard2017hscexa
mpack
NSW Education Standards Authority (NESA). (2017). English Standard Stage 6 Syllabus . Retrieved 2 October, 2018, from NESA
Web Site:
https://educationstandards.nsw.edu.au/wps/portal/nesa/1112/stage6learningareas/stage6english/englishstandard2017
Wood, D., Bruner, J. S. & Ross, G. (1976). The role of tutoring in problemsolving. Journal of Child Psychology and Psychiatry 17 ,
89100.
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