UNIT PLANNER- VCE

Unit 1:
SUBJECT 11 Literature UNIT Approaches to DURATION OF UNIT Semester 1: Term 1 & 2
Literature
STAGE 1 DESIRED RESULTS
AREAS OF STUDY
AOS1: Reading Practices
AOS2: Ideas and Concerns in Texts
OUTCOMES
Outcome 1
Respond to a range of texts and reflect on influences shaping these responses.
Outcome 2
Analyse the ways in which texts reflect or comment on the ideas and concerns of individuals and particular groups in society.
KEY KNOWLEDGE- AOS 1 (acquisition) KEY SKILLS- AOS 1 (acquisition)
Students will know… Students will be able to…
 the ways the conventions, techniques, language patterns, style and diction of texts can  develop critical responses by examining the patterns of language and imagery used in
guide readers to meaning in print and non-print texts the text
 the significance of characters and settings and events featured in the texts in shaping  discuss how the features and conventions of the text contribute to meaning
reader response  understand how their own ideas and contexts influence their readings of texts
 the structures and linguistic and literary features of particular forms of text  explore, interpret and reflect on different ideas and values represented in literature
 the ways others; views on texts may:  apply understanding of literary criticism to their reading of text/s
- influence or enhance a reading of a text  use evidence from the texts to support a response.
- reveal assumptions and ideas about aspects of culture and society.
KEY SKILLS- AOS 2 (acquisition)
KEY KNOWLEDGE- AOS 2 (acquisition) Students will be able to…
Students will know…  analyse ways in which human experience is represented in texts including through
 the ways in which characters and situations reflect or reveal human experiences and selection of literary features, inclusion and exclusion, foregrounding and silencing
social values  reflect upon the ideas and concerns raised by texts
 the features of society and the ideas and behaviour that texts appear to support or  analyse the views and values suggested by a text’s inclusions and exclusions
question  identify and comment on some of the techniques used in texts, showing how thse
 features of texts, for example language, characterization and the presentation of contribute meaning
settings, and how they contribute to meaning  develop analytical responses to texts.
 the features appropriate for analytical responses including structure, conventions and
language.

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UNIT PLANNER- VCE
VALUES, ATTITUDES AND ISSUES (Links to LLQL)
What values, attitudes and/or issues related to the unit?

RESOURCES TO SUPPORT UNIT
 Beardwood, R. (2015). Literature for Senior Students (4th edition).
 VCAA Literature Study Design
 VCAA Literature Advice for Teachers
 Various Inside Stories

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UNIT PLANNER- VCE
STAGE 2 ASSESSMENT EVIDENCE
DESCRIBE THE ASSESSMENT WHO IS GIVING
(These appear as Task/s on Report) Please attach a copy of the SAC and marking rubric/criteria to this planner WEIGHTING FEEDBACK? MARKING CRITERIA
ASSESSMENT Self? Peer? Rubric? VCAA Assessment Handbook? Suggested
DATE Teacher? Type? answers?
Formative Assessment – undertaken throughout Unit 1

Students understanding and development of the texts is evidenced through a series of
short and extended written and oral tasks on the set texts. These include:
- understanding of the poet’s and playwright’s historical and cultural contexts,
genre of the texts (e.g. ballads, metaphysical poetry, Greek theatre and tragedy)
- analysis of implied views and values in the texts
- evaluate critical commentaries, theoretical readings (e.g. Marxist, feminist
gender, psychoanalytic), essays, and reviews on the texts and make
comparisons with their own interpretation
- passage analysis on each text showing how the literary features (e.g. language,
imagery), linkages, parallels and contrasts between different passages
contribute to a plausible interpretation of the text
- responses that demonstrate how poets create meaning and contribute to a
plausible interpretation through language, imagery, and poetic devices
- workbook of notes summarising class and group discussion and research

AOS 1

Summative Assessment 1. Oral
1. Oral Presentation (visual aid) PART A Presentation:
- A sustained analysis of TWO or more of Gwen Harwood’s poems, demonstrating 10 March
how language and imagery create meaning to present a relevant and plausible
interpretation of the poem(s) as a whole.
- Approximate length: 4-6 minutes
2. Theoretical Interpretation PART B 2. Theoretical
- A sustained critical analysis of the ways in which A Christmas Carol can be Interpretation:
interpreted by applying one theoretical perspective such as Psychoanalytical, 18 April
Marxist or Feminist.
- Approximate length: 800 words

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UNIT PLANNER- VCE
AOS 2

Summative Assessment (DURING EXAM PERIOD)
1. A sustained written passage analysis on the ways in which views and values are 1. Passage
represented and commented upon in A Streetcar Named Desire. Analysis:
- Approximate length: 800 words Monday 22
May

USE FEEDBACK
WAYS TO MONITOR LEARNING AND
ASSESSMENT

FEEDBACK TO STUDENTS LMS, Written and oral feedback on class tasks, written and oral feedback on SACs.

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UNIT PLANNER- VCE
STAGE 3 LEARNING PROGRAM
STAGES IN THE LEARNING
Not all stages will be relevant to all plans and the process is not necessarily linear. Some stages might need to be repeated at various points in the learning. Eg Reflecting will occur at various
stages or when drawing conclusions students might be thinking about how to present findings
WHAT WILL THE STUDENTS BE DOING? HOW WILL THE TEACHER SUPPORT THE LEARNER?
Pre Assessment Students will complete ‘initial reading’ writing activities which
What strategies will you use to assess students’ prior
knowledge, skills, understandings and
will be submitted as an indication of prior knowledge and
misunderstandings? understanding
Tuning In The Simpsons have adapted many of the texts we are
How can we engage children? What media can we studying, audiobooks and dramatic readings, various versions
use?
of the play that have been filmed, an excursion to a theatre
production of one of our texts etc.
WEEK MAJOR CONTENT FOCUS TEACHING STRATEGIES AND LEARNING EXPERIENCES ADJUSTMENTS FOR NEEDS OF RESOURCES
(as completed) LEARNERS
1 Introduction to Literature & AOS1 Introduction to Lit PPT (reading comfort zones, EdTed VCE 11 Literature Study Guide
video, English v Literature). Intro to Lit PPT
Read and highlight intro, aims and Unit 1, AOS 1 English v Lit essay excerpts
documents from VCE Study Guide. Context handouts
Oral presentation assessment task is handed out and Laptops and internet
explained. Google accounts
Students collaborate on a google doc set up by teacher
to find the definition, effect and an example of a range
of language and poetic devices.
Research context of Gwen Harwood, define what
elements of her life may be influential in her poetry.
2 Gwen Harwood Read annotated poem, define personal reading, look at Set Poetry booklet
annotations and discuss what is being noticed, use as a Summary tables (blank, digital)
model.
Series of group and paired activities involving reading
poems, defining personal readings, annotating and
completing summary tables.
3 Gwen Harwood Moving into more independent study of poems – Set poetry booklet
personal reading, annotating, summary tables. Summary tables (blank, digital)
Research tasks to gain a closer look at context of each Laptops and internet access
poem and critics commentary. Web Links for critic
commentary

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UNIT PLANNER- VCE
WEEK MAJOR CONTENT FOCUS TEACHING STRATEGIES AND LEARNING EXPERIENCES ADJUSTMENTS FOR NEEDS OF RESOURCES
(as completed) LEARNERS

4 Gwen Harwood Students start to make links between different poems in Generalisation Statements
the collection now and practice writing generalisation handout (Ticking Mind
statements. They then do some sustained writing resource)
comparing poems using evidence. Workbooks and pens
Oral presentation planning Close passage print outs of
poems.
Poetry booklet
5 Gwen Harwood Oral presentation planning Laptops, workbooks, pens,
Poetry booklet
6 Gwen Harwood Oral presentation planning Laptops, workbooks, pens,
ORAL PRESENTATION SAC at end of week Poetry booklet
7 A Christmas Carol Introduction to A Christmas Carol – Students have read A Christmas Carol novel
the text and written notes in their own time. Students Internet and laptops
then reconstruct initial responses to the text into a
letter to Dickens, challenging and/or endorsing aspects
of the text (submitted task).
Research context and create notes.
8 A Christmas Carol Introduction to theoretical perspectives and alternative Alternative readings handout
readings (ticking mind resource)
Series of questions about the text in relation to each
theory.
9 A Christmas Carol Read critics commentary, each from a different theory, Series of critic’s commentary
and annotate with + for agree, - for disagree and ? for (reviews, articles, journals etc)
interesting/need clarification.
Write a contention for A Christmas Carol based on ONE
theory that has resonated with you the most so far.
Holiday homework: Research more critic’s reviews,
decide on a theory, write a draft (due week 1).

1 A Christmas Carol Individual feedback on drafts (4 students).
Drafting/revising
2 A Christmas Carol Continue drafting/revising
THEORETICAL INTERPRETATIONS SAC at end of week

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UNIT PLANNER- VCE
WEEK MAJOR CONTENT FOCUS TEACHING STRATEGIES AND LEARNING EXPERIENCES ADJUSTMENTS FOR NEEDS OF RESOURCES
(as completed) LEARNERS
3 Introduction to AOS 2 & A Streetcar Named Desire Brainstorm (using whiteboard tables) everything Whiteboard tables and
students can remember from this text (they have markers
studied it in year 10). VCE Literature study guide
Introduction to AOS2 from VCE Study Guide (read, handouts
highlight). Metalanguage for plays
Peruse ‘metalanguage for plays’ handout handouts
A Streetcar Named Desire PPT – introduction to ‘plastic PPT
theatre’  Students then locate their own examples of YouTube or Audiobook access
plastic theatre from the text
Listen to audiobook or watch a play production of the
text to ensure a second reading/exploration has been
completed.
4 A Streetcar Named Desire CONTEXT LESSONS Laptops and internet
Group 1: Research historical, social, political etc. context
of the text and present findings in a timeline
establishing links between real events and the text.
Group 2: Research personal context of Tennessee
Williams and note what may have had an impact on the
text, use textual evidence.
 Groups then share their findings AND copies of their
notes/timeline.
INDIVIDUALLY: Use this research to construct an
extended piece of writing from Williams POV,
speculating about his ideas and concerns (speech,
monologue, interview, diary entry)
5 A Streetcar Named Desire Handout ‘Insight’ character map, character summaries Sections of the Insight guide
and character relationships guides for students’ perusal. photocopied into handouts
Students develop a character chart that explores the Character chart table handouts
ways an Author has created and used characters to
explore ideas/concerns (table handout)
6 A Streetcar Named Desire Explore what is meant by views, values, concerns and Views and Values handout
ideas and look at what Williams challenges, endorses, Laptops and internet
critiques and leaves unsaid. Google Doc accounts
Using a shared Google Doc, scenes are split between Views and Values Table
students and they develop a chronological chart of the
ideas and concerns of the text, inferred by examples of

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UNIT PLANNER- VCE
WEEK MAJOR CONTENT FOCUS TEACHING STRATEGIES AND LEARNING EXPERIENCES ADJUSTMENTS FOR NEEDS OF RESOURCES
(as completed) LEARNERS
the language. This is then transformed into a handout
for the students.
Students complete a views and values table, detailing a
major theme/idea/concern, Williams’ position on it, and
how it is presented in the play (textual example,
techniques)
7 A Streetcar Named Desire Students view and discuss the sample VCE Literature Sample VCE Literature exam
exam released by VCAA, note that Section B will be the for new study design
way they are assessed for this outcome. ‘How to’ Passage Analysis
Introduce ‘Passage analysis’ and discuss using the ‘How handout
to’ Passage Analysis handout and Passage analysis Passage analysis booklets
booklet which details the structure of writing a passage
analysis.
Students look at a Pride & Prejudice sample passage and
answer the questions in Passage Analysis booklet,
followed by dissecting the sample response.
Homework: Decide the three most important concepts
Williams was trying to convey with his play and which
parts of the text are most important in communicating
these messages.
8 A Streetcar Named Desire Students are given a passage from A Streetcar Named A Streetcar Named Desire
Desire and practice analysing and writing a response. passage
Students then select the most significant passages from A Streetcar Named Desire
each scene (according to them) and collate in a transcript
document. From here, they make links between the
passages, listing ideas or events that have changed,
developed, recurred (11 scene = 11 passages).
9 A Streetcar Named Desire Present a number of Streetcar passages cut up on the Several A Streetcar Named
table. Desire passages
1. Students choose three at random and spend 15
minutes drawing as many connections as possible
2. Students choose three for another student and have
10 minutes to see who can come up with the most
points for discussion between them
3. As a class, make a list of the 10 most important
ideas/concerns/themes in the text, and then see how
many passages fit into each of these categories.
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UNIT PLANNER- VCE
WEEK MAJOR CONTENT FOCUS TEACHING STRATEGIES AND LEARNING EXPERIENCES ADJUSTMENTS FOR NEEDS OF RESOURCES
(as completed) LEARNERS
10 EXAMS Complete a practice SAC using three passages from last Unit 1, AOS 2 Exam
week.
VIEWS AND VALUES SAC during exam period
11 INTRODUCTION TO UNIT 2!

Reflecting and Acting
Thinking about the learning and the learning process; Critically evaluating others; Where to now? How will your learning change your behaviour and actions?
WHAT WILL THE STUDENTS BE DOING? HOW WILL THE TEACHER SUPPORT THE LEARNER?

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UNIT PLANNER- VCE
STAGE 4 REFLECTION
UNIT EVALUATION & REFLECTION Information Technology
Teaching strategies and activities Assessment - Assessment can and should be: as learning, of Tick the IT tools that you used in this Unit
learning & for learning
What worked well? What worked well? ICT Tools Tick
 Highlight Text & press Enter. Backspace and then  Highlight Text & press Enter. Backspace and then COWs
insert text here. insert text here. Computer Labs
Interactive Whiteboard
Kindles
Podcasts
Use of Internet for Research
DVD/YouTube analysis
Web2.0 technologies (an web-based program)
Other:

What would you do differently next time? What would you do differently next time? What ICT Tools were most effective?
 Highlight Text & press Enter. Backspace and then  Highlight Text & press Enter. Backspace and then  Highlight Text & press Enter. Backspace and then insert
insert text here. insert text here. text here.
What ICT ideas & activities would you use with future Units?
 Highlight Text & press Enter. Backspace and then insert
text here.
Date Unit Completed:

Signature: Date:
Head of School Signature: Date:
 Copy Saved in Staff Drive  Copy Handed to Head of School  Assessment Tasks & Marking Guidelines attached

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