Jake Dowsett Assignment 2

2165312

Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Jake Dowsett: 2165312
Curriculum (Learning) Area of Lesson or Learning Task: English (Australian Curriculum)
Specific Topic of Lesson or Learning Task:
Year Level/s: 9

Achievement Standards:
Receptive modes (listening, reading and viewing)
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect.
They analyse and explain how images, vocabulary choices and language features distinguish the
work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations.
They select evidence from texts to analyse and explain how language choices and conventions are
used to influence an audience. They listen for ways texts position an audience.
Productive modes (speaking, writing and creating)
Students understand how to use a variety of language features to create different levels of meaning.
They understand how interpretations can vary by comparing their responses to texts to the
responses of others. In creating texts, students demonstrate how manipulating language
features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts.
They make presentations and contribute actively to class and group discussions, comparing and
evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that
contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.
(Australian Curriculum , Assessment and Reporting Authority)

Content Descriptors:
Interpret and compare how representations of people and culture in literary texts are drawn from
different historical, social and cultural contexts (ACELT1633 - Scootle )
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by
using parody, allusion and appropriation (ACELT1773 - Scootle )
Use interaction skills to present and discuss an idea and to influence and engage an audience by
selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music
and sound effects (ACELY1811 - Scootle )
Use a range of software, including word processing programs, flexibly and imaginatively to publish
texts (ACELY1748 - Scootle )
(Australian Curriculum , Assessment and Reporting Authority)

Differentiation Choices
Mark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated:

 Learning Menu or Agenda
 Choice Board
× RAFT
 Summative Assessment Task for Unit of Work
 Lesson with Specific Adjustments for Students with Special Needs
 Series of Tasks for Learning Centres or Stations
 Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

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 Readiness
× Interest
× Learning profile preferences

Context
This learning activity would fit into a larger unit of work around The Hunger Games novel, with special
regards to context, themes, characterisation, and plot (Tomlinson, 2014). The activity could be
introduced when ¾ through the book or used as a final creative assessment piece (where the task can
be extended, and students have to apply a more comprehensive understanding and knowledge to the
assessment piece); this task will be designed as a learning task where students are ¾ through
completion of the book. This provides students the chance to apply learning of context, themes,
characterisation, and plot to a creative piece that engages with applying, analysing and creating
information in a rage of formats. This task requires a large understanding of the novel and the literary
devices that are present within the book in order to be most effective for student learning outcomes.
This task will be completed over 2 lessons (double or two singles), and then be presented in a single
lesson to the class. This activity can be used as a formative assessment piece where the teacher can
gauge students understanding of the novel and content learnt in class; in addition to this the
assessment can be changed to peer assessment/feedback to promote a more involved classroom
where students have to critically analyse information (this can promote self-reflection of knowledge
and understanding).

Learning Objectives
As above
As a result of engaging with the differentiated lesson or task, students will:

understand;

U1: The plot of The Hunger Games.

U2: How to interpret themes within the novel and apply it to a creative piece.
U3: The different available modes to present information.
U4: How context and characterisation can be represented in different formats.

Know (e.g. facts, vocabulary, dates, Be able to (do) (Skills, processes)

information)
The different characteristics of the mode
chosen to present information.
The context which The Hunger Games is set in.
How to apply correct terminology and
vocabulary to their mode of presentation
(interview, movie trailer, theme song etc.).
Present information in different modes to the novel
(apply).
Transfer knowledge from the novel into various
informative modes (apply).
Identify audiences whom may access their creative
piece within the world outside the classroom (analyse,
apply).
Assume perspectives of characters within the novel in
The Hunger Games (create).

Essential Questions

What themes are present within The Hunger Games?

What is the context of the novel The Hunger Games?
What are the different characteristics of the formats chosen to present information?
How is characterisation developed within the novel? how is it represented in your creative piece?

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Roles Audience Format Topic

Katniss Everdeen District 12 of Panem Speech Design a speech that pleas

why you want to nominate as
tribute over your younger
sister who has been picked as
a District 12’s girl tribute.
Individual

Bear Grylls Capitol of Panem Documentary Design a 10-minute

documentary that focusses
and on the struggles of a district
or a guide to surviving the
David Attenborough
Hunger Games.
Pairs

Design your own Readers of The Written monologue Provide a 500-word written
character and develop a Hunger Games monologue of you as a
character monologue character or a character of
your choice based in the
novel of The Hunger Games.
You can refer to a particular
scene or create a scene of
your own based on the idea
and setting of The Hunger
Individual Games.

Jimmy Fallon Viewers of Interview Create an interview with

Katniss Everdeen and Peeta
Operah Winfrey The Jimmy Fallon Mellark and record it as a
Tonight Show, The late-night show. This
James Corden Operah Winfrey interview should aim to ask
Show, The Late Night contentious questions about
Conan O’Brien
Show with James things that have occurred
Ellen Degeneres Corden, Late Night within the book so far that
with Conan O’Brien, would entertain your
Group The Ellen Show audience.

Gary Ross (Director) Potential viewers of Movie Trailer Design a movie trailer that
The Hunger Games intrigues the audience and
provides an outline of what
the storyline is about while
leaving the audience with a
Group cliff-hanger.

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Task sheet 1:

They have just announced the girl tribute for District 12, and its your younger sister!
You must design a speech that pleas why you (Katniss Everdeen) want to nominate as tribute over
your younger sister who has been picked as a District 12’s girl tribute. Use emotive language that
convinces the leaders of the Hunger Games and your audience to spare the life of your sister and
accept you as tribute instead. The speech should be no less than 3 minutes in length. This is an
individual task.

Task sheet 2:

Both viewers and competitors feel the need to understand how to survive in the Hunger Games; they
also want to know the struggles that the districts face on a daily basis. But your company does not
have the budget for both issues, so choose wisely. In pairs design a 10-minute documentary that
focusses on the struggles of a district of your choice or a guide to surviving the Hunger Games. You
will be taking on the roles of famous documentary creators Bear Grylls and David Attenborough to
create an informative visual aid for viewers/competitors of the Hunger Games.

Task sheet 3:

Suzanne Collins the author of The Hunger Games is in need of a new character for a special edition of
The Hunger Games and wants you to create a character monologue and attach it to any scene within
The Hunger Games novel, or create a scene including your character which you wish to see in the
book. You are to introduce your character into any part of the story (this can be an exact scene or a
creative piece you wish to see in the book). You may wish to include name, important characteristics,
traits, and personality.

Task sheet 4:

As a group create an interview with Katniss Everdeen and Peeta Mellark and record it as a late-night
show host from the table above. This interview should aim to ask contentious questions about things
that have occurred within the book that would entertain your audience. This interview should be no
less than 5 minutes in length.

Task sheet 5:

As a group you are to take the role of Gary Ross, the director of The Hunger Games film, and design
a movie trailer that intrigues the audience. This should provide an insight of what the storyline is
about and while leaving the audience with a cliff-hanger that entices them to watch the movie. This
should be a creative trailer with the use of group members to recreate the story; this should go for
4-6 minutes.

Explanation:
This task is differentiated for student interest and learning profile. By allowing for different modes of
English to be explored by the students as they are able to pick which task interests them the most;
this promotes a high level of engagement. Learning profile is a term used to identify factors which may
influence the way students prefer to learn and develop understandings (Hockett & Doubet, 2015). It
is important that students are not pigeonholed to a certain learning profile as it is a continuum that
constantly changes as students may have different preferences regarding different information or

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topics. By allowing students to take control of their assessment and learning pathway it promotes the
development of self-efficacy as a learner (Sousa & Tomlinson, 2018). Using differentiated instruction
should be guided by the understanding of learning profiles in terms of preference for engaging with
the essential understandings, skills, and knowledge (Sousa & Tomlinson, 2018). By using the Role,
Audience, Format, Topic (RAFT) framework students are able to examine varied perspectives on the
overarching understanding (Sousa & Tomlinson, 2018). The RAFT framework offers a learning task that
provides students different avenues to explore the learning outcomes. This is done by varying the
modes in which students can express their understandings; incorporating Gardner’s multiple
intelligences of different verbal, interpersonal, musical, and visual ensures that students are able to
engage with learning through their preferred method (Sousa & Tomlinson, 2018).

Students indicate preferences on how they feel most able to acquire knowledge and when given the
option students become efficient in learning (Hattie & Yates, 2013). Therefore, by using a
differentiated task like the RAFT framework it allows for student learning and enjoyment to be
maximised. Individuals learn more effectively when the teaching style matches the learning style of
that student; therefore, it is important to self-reflect and visualise how some pedagogical practices
may benefit some students but disadvantage others (Hattie & Yates, 2013). By promoting a RAFT
framework within the lesson students are able to explore learning within their own means by choosing
a learning task which suits them best, as opposed to having a one-size fits all learning activity. These
tasks are used within the unit in order for students to show understanding of the overarching learning.
Providing tasks where transfer of knowledge is applicable ensures students will have to understand
and not just repeat an idea (Tomlinson, 2014); this is evident in the RAFT as students must apply and
demonstrate knowledge of context, themes, characterisation, and plot within their chosen format.

Additionally, using the ‘Understanding by design’ framework the objectives for what students should
understand, know, and do are able to be tightly aligned to the learning task at hand. By aligning the
learning task to the learning outcomes ensures students are progressing within the learning domain,
making learning appropriate for the desired outcomes. The range of tasks provided by a RAFT allows
students to have variety and differences in ideas and thinking processes, while still achieving common
learning outcomes (Hockett & Doubet, 2015). By having students present the learning tasks to their
peers within the same RAFT choice not only allows for refinement of ideas and understanding, but
also promotes the principle of flexible grouping; this is where students are organized by interests in
order to broaden the depth of knowledge surrounding that particular task. For those students whom
have preferences of working individually, the RAFT meets the needs of these students by providing

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tasks that are applicable to individual work (Sousa & Tomlinson, 2018). This however, is followed by
group work by sharing a collaborating with peers to receive feedback and develop a deeper
understanding.

References
Australian Curriculum , Assessment and Reporting Authority. (n.d.). Australian Curriculum:
Year 9 English. Australian Curriculum , Assessment and Reporting Authority.
Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/english/?year=11583&strand=Language&strand=Literature&strand=Liter
acy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Infor
mation+and+Communication+Technology+%28ICT%29+Capabilit
Hattie, J., & Yates, G. (2013). Analysing your students' style of learning. In J. Hattie, & G.
Yates, Visible Learning and the Science of How We Learn. Routledge. Retrieved from
https://ebookcentral-proquest-
com.ezproxy.flinders.edu.au/lib/flinders/detail.action?docID=1458571.
Hockett, J. A., & Doubet, K. (2015). Designing Differentiated Transfer Tasks For
Assessment. Alexandria, Virginia, United States of America: Association for
Supervision and Curriculum Development.
Sousa, D. A., & Tomlinson, C. A. (2018). Classroom Assessment and Differentiation. In D.
A. Sousa, & C. A. Tomlinson, Differentiation and the Brain : How Neuroscience
Supports the Learner-Friendly Classroom (Use Brain-Based Learning and
Neuroeducation to Differentiate Instruction) (pp. 67-91).
Tomlinson, C. A. (2014). The Differentiated Classroom : Responding to the Needs of All
Learners (2nd ed.). Retrieved from https://ebookcentral-proquest-
com.ezproxy.flinders.edu.au/lib/flinders/detail.action?docID=1709534.

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