2a English Assessment

Brianna King - 18141027
Secondary Curriculum 2B English –

1714 Masters of Teaching (Secondary)
Assessment 1.
Sub-unit Title: Module C: Texts and Human Experiences
Stage: English Standard – Stage 6 (Year 12)
Duration: 4 Weeks (16 x 1 hour lessons)
Texts: Billy Elliot – Stephen Daldry (Film, HSC English Prescription)
Home and Away – John Marsden (Picture Book)
Missing Her – Michael Weisler (Short YouTube Clip)
Dear Mr. President – P!nk (Song)
Son of Mine – Oodgeroo Noonuccal (Poem)
Outcomes
EN12-1: Independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure.
EN12-3: Analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose, audience and
context and explains effects on meaning.
EN12-4: Adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different
contexts.
EN12-5: Thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include
considered and detailed information, ideas and arguments.
2
EN12-7: Explains and evaluates the divers ways texts can represent personal and public worlds.
EN12-8: Explains and assesses cultural assumptions in texts and their effects on meaning.
EN12-9: Reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner.
Week 1 - Lesson 1
Lesson Plan
Class: Year 12, Stage 6, Lesson 1/16 Time: 60 Minutes
Pre-service teacher’s Objectives
• To teach the students about what human experiences are in relation to the Stage 6 Syllabus rubric and how to distinguish human
experiences in texts.
• The teacher the students how to analyse the characters in Billy Elliot.
Outcomes:
EN12-1: Independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression
and pleasure.
Content:
Students: Develop creative, informed and sustained interpretations of texts supported by close textual analysis (ACELRO62).
3
Materials:
PowerPoint Presentation.
Procedures
Time Organisation Teaching/ learning activities
5 Individual Students are to write learning intentions and to unjumble
Minutes student the words from the board in their books while the teacher
work. marks the roll.
Learning Intentions
To be able to interpret the meaning behind a text and
picture.
To understand what a text and image represent.
To compose a short text that represents an image.
Word to unjumble
INTERPRETATIONS
“TATIOSPRITNEREN”
4
15 Individual The teacher will present a piece of text on the white board
Minutes student and will ask the students to write down what they think the
work. text is portraying.
Whole class The teacher is then to ask the students what they thought
work and the text was about. The student can prompt the students
discussion. with questions such as;
Who do think wrote this text?
What do you think the purpose was for this text?
Can you comment on what you believe the background for
this text is?
The teacher is then to show and explain to the students the
purpose of the text
This text was written by a 13 year old child who was in the
Blaydin Detention Centre in Darwin in 2014.
This text was selected to represent the ‘Forgotten
5
Children’, which was a national inquiry into Children in
Immigration Detentions, by the human Rights
Commission.
The teacher is to then asks the students if they have any
prior knowledge to the Immigration Detention Centres and
are asked to share any of their knowledge and comment on
how and if this image is successful in representing the
conditions for children in Immigration Detention Centres.
15 Individual Students are then asked to draw a creative piece that
Minutes student represents how they feel the child felt in relation to the
work. text.
Students are then asked to show their work and explain
their meaning behind what they drew.
15 Whole class The teacher is then to show the students a series of photos.
6
Minutes work and
discussion. The teacher is to then ask the students questions about the
picture
Individual What is the author trying to convey in this picture?
student What is the significance of this picture?
work. What is the purpose of the picture?
Do you think its purpose is best portrayed due to the fact
that it is drawn by a child?
What is emphasised in this picture?
Would you say that both the text and picture discuss or
show experiences for non-white Australians?
The teacher is to explain to the students that children drew
these pictures during the same National Inquiry that the
text was written (2014).
The students are then to compare and contrast their own
drawings to the one presented on the board.
7
10 Individual *Writing Skill Building*
Minutes student Students are to compose their own short text that
work. represents their drawings.
In the final two minutes the teacher is to ask the
students to back up their bags and remained seated
until the bell.
Homework Students are to finish composing their short texts if they
did not finish in the allocated class time.
Evaluation/ Extension
The main focus for this lesson are for the students to understand how the contextual background and interpretation can help assist with
understanding the representation in the text. The inquiry questions and the final writing task are indicators in showing the overall success in
the lesson as it specifically asked the students to engage with their understanding of text, the drawings and their overall meaning. The
extension in this lesson is produced through the inquiry questions and final writing tasks. These elements allow students of all learning
abilities to widen and deeper their learning surrounding the text and drawings. These activities allow for all students to engage in different
academic abilities, for example gifted and talented students are able to answer the more complex questions and produce more academic
pieces of writing in the skill building writing task.
8
Week 1 - Lesson 2
This lesson will focus on the content point (FIND CONTENT POINT). The students will engage in a class discussion about what human
experiences they felt were presented in the film. Students are asked to discuss what individual and what group human experiences are
represented in the text. The students are then separated into groups (*note number of groups is dependant on how many human experiences
the class presents), and are to summarise the human experience they are discussing and produce a reference (scene, language devices, quote)
to replicate the experience.
Week 1 - Lesson 3
In this lesson the content point (FIND POINT). This lesson will focus on the adversities in the text, its purpose and context surrounding the
texts. Students will be asked to critically think about who is the target audience or who might be able to relate to this story. Students will
present a writing task position themselves as a lower class citizen who has just heard the news of Billy choosing dancing over boxing. The
students are asked to think creatively about who they are and how they would respond to this.
Week 1 - Lesson 4.
The purpose of this lesson is to complete a case study of Billy. This lesson is connected to the content point (FIND POINT). The students are
to engage with the text and are to discuss the effectiveness of having the story told through Billy. The students are then to create a timeline
of the story that displays the transformation of Billy. The students are to also place other key characters in this timeline when necessary to
9
show how other characters have transformed in the story (e.g. the acceptance of Billy’s dancing by his father taking him to the ballet
audition). This technique is to show that although the story is focused on Billy, many other characters have transformations.
Week 2 – Lesson 1
Lesson Plan
My objectives for this lesson are to have my students engage with the first topic around experiences for immigrants/non-white Australians.
The purpose of this lesson is for the students to read the text and study the images and discuss the meaning of these two texts. My goal is for
the students to understand that they both represent experiences for children in Australian Detention Centres. I am aiming for the students to
take a more inquisitive look into both texts and I plan to achieve this by only giving the text not who wrote it. This approach means the
students can then think about the text on its own and interpret it in their own way and then once they learn the context apply it to the text and
analyses the text further. I hope that the students will then be able to connect the language in the text and the representation in the picture to
convey and the overall message. The last activity aims to then allow the students to think creatively and imagine the situation and hopefully
be able to interpret and understand the situation and concerns in the text.
Outcomes:
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ENA-5C – Thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose
texts.
Content:
Students: Develop and apply contextual knowledge
• Explore the ways individual interpretations of texts are influenced by students’ own knowledge, values and cultural assumptions.
Respond to and compose texts
• Critically analyses the ways experience, knowledge, values and perspectives can be represented through characters, situations and
concerns in texts and how these affect the responses to texts.
Materials:
24 x Printed Rubric
24 x Posted Notes
24 x Character Worksheet
Procedures
10 Individual • The teacher is to hand out the rubric of the ‘Texts and
11
Minutes student Human Experiences’ from the syllabus.
work. • The students are to highlight any important key terms
or phrases.
Whole class • Students are to create a mind map on the board and are
discussion. to write a term/phrase they highlighted and discuss
why they feel it is important.
• The teacher is then to give a brief discussion about the
overall meaning about ‘Texts and Human
Experiences’.
15 Pair/Small • The teacher is to hand out two post it notes to each
Minutes group work. group; one note if for the students to write a human
experience the other note is to write an emotion.
Whole class • The students are then to post the notes on the
discussion. classroom wall (This will stay on the wall for the
duration of the topic).
10 Individual *Students have watched the film Billy Elliot*
Minutes student • The teacher is to ask the students to give a brief
12
work. summary of their notes from watch Billy Elliot.
• The students are to discuss any key scene they
Whole class liked/did not like and why (This aims for the students
discussion. to gain a perspective on how the class interpreted the
film).
10 Individual • The teacher is to hand out the character worksheet to
Minutes student the students for the students to complete
work.
Minutes student • The students are to write a brief description about one
work. of the characters. The students are to aim this at an
audience member who has not seen the movie.
In the final two minutes the teacher is to ask the students
to back up their bags and remained seated until the bell.
Homework Students are to finish composing their short texts if they did
not finish in the allocated class time.
13
Week 2 - Lesson 2
Students are to focus on a new text “Home and Away” a children’s picture book that presents the story of a family becoming refugees. The
students are to read the short picture book in class and have a class discussion about the context and purpose of the text. Students are to
discuss the significance they feel this text can have on a younger and older audience. This lesson is related to the content point (FIND
POINT). Students are to compare and contrast the characters from the start of the story to the end and discuss if the purpose of the text can
be portrayed through this representation.
14
Week 2 – Lesson 3
This lesson will focus on the content point (FIND POINT). Students are to work in small groups to specifically study a two page spread. The
students are asked to write what their pages represent and how they are related to the human experiences in the text. The students are asked
to find the illustrations or speech that is used to experience a certain human experience. The class will then engage in a class collaboration to
compare and contrast the pages throughout the book. The students are then asked to comment on the individual and collective group
experiences. The students are to collectively pick a two-page spread that best represents the human experiences in the text.
Week 2 - Lesson 4
Students are to discuss the effectiveness of the narrative in this text. This lesson will focus on the content (FIND CONTENT). The students
are to work in small groups and are given a character from the story to analyses. The students are to discuss the role and the purpose of the
character in relation to the narrator. The students are to then discuss if the character has any different human experiences compared to the
narrator (the experiences can be the same but to a different degree e.g. the mother morns the loss more of her mother). The students are then
to pick a section of the book and re-write it as their chosen character. The class is then to share their modified section and compare how
different characters are positioned in the text and how this effects the personal or collective human experience.
Week 3 – Lesson 1
Lesson Plan
15
Outcomes:
texts.
Content:
16
Materials:
Procedures
5 Individual Students are to write learning intentions and to unjumble the
Minutes student words from the board in their books while the teacher marks
work. the roll.
Learning Intentions
1. To be able to interpret the meaning behind a text and
picture.
2. To understand what a text and image represent.
3. To compose a short text that represents an image.
17
Word to unjumble
• INTERPRETATIONS
• “TATIOSPRITNEREN”
15 Individual The teacher will present a piece of text on the white board and
Minutes student will ask the students to write down what they think the text is
work. portraying.
Whole class The teacher is then to ask the students what they thought the
work and text was about. The student can prompt the students with
discussion. questions such as;
• Who do think wrote this text?
• What do you think the purpose was for this text?
• Can you comment on what you believe the background
for this text is?
18
purpose of the text
• This text was written by a 13 year old child who was in
the Blaydin Detention Centre in Darwin in 2014.
• This text was selected to represent the ‘Forgotten
Children’, which was a national inquiry into Children
in Immigration Detentions, by the human Rights
Commission.
The teacher is to then asks the students if they have any prior
knowledge to the Immigration Detention Centres and are
asked to share any of their knowledge and comment on how
and if this image is successful in representing the conditions
for children in Immigration Detention Centres.
Minutes student represents how they feel the child felt in relation to the text.
work.
19
Students are then asked to show their work and explain their
meaning behind what they drew.
Minutes work and
picture
Individual • What is the author trying to convey in this picture?
student • What is the significance of this picture?
work. • What is the purpose of the picture?
• Do you think its purpose is best portrayed due to the
fact that it is drawn by a child?
• What is emphasised in this picture?
• Would you say that both the text and picture discuss or
these pictures during the same National Inquiry that the text
20
was written (2014).
Minutes student Students are to compose their own short text that represents
work. their drawings.
21
Week 3 – Lesson 2
The students are to comment on what techniques in the film provoke human emotions and how effective the film is to show the main
characters human experience. What is the struggle in the text and how is the audience positioned to feel this struggle. What is the purpose of
having a language barrier in this film? This lesson will focus on (CONTENT). The students are then to discuss their own emotions provoked
from this film and how this was produced.
Week 3 – Lesson 3
The last text the students will study the poem ‘Son Of Mine’, by Oodgeroo Noonuccal. This Aboriginal poem is written from a mother to her
son discussing their Aboriginal heritage. The poem is related to the content point (FIND POINT). The students are to read the poem and then
discuss the purpose behind the poem. The students are to discuss the human experience in this poem and what audience the poem targets.
The students are to investigate the hardships in this text, both for the individual and group that the mother is writing about.
Week 3 – Lesson 4
22
The students are to analyse the importance of this text in relation to human experiences. This covers the content (FIND CONTENT). The
next task the students are to complete is to evaluate the overall emotion of the poem and the effectiveness in portraying the message. The
students are to then to complete a writing task that response to the mother. The students should focus on trying to create an emotional
response to the mother that focuses on . with the start of their paragraphs saying ‘Mother Of Mine’. This writing task aims for the students to
respond to the text from a different characters point of view.
Week 4 – Lesson 1
Lesson Plan
23
Outcomes:
texts.
Content:
Materials:
Procedures
5 Individual Students are to write learning intentions and to unjumble the
24
Minutes student words from the board in their books while the teacher marks
work. the roll.
Learning Intentions
4. To be able to interpret the meaning behind a text and
picture.
5. To understand what a text and image represent.
6. To compose a short text that represents an image.
Word to unjumble
• INTERPRETATIONS
• “TATIOSPRITNEREN”
15 Individual The teacher will present a piece of text on the white board and
Minutes student will ask the students to write down what they think the text is
work. portraying.
25
Whole class The teacher is then to ask the students what they thought the
work and text was about. The student can prompt the students with
discussion. questions such as;
• Who do think wrote this text?
• What do you think the purpose was for this text?
• Can you comment on what you believe the background
for this text is?
purpose of the text
• This text was written by a 13 year old child who was in
the Blaydin Detention Centre in Darwin in 2014.
• This text was selected to represent the ‘Forgotten
Children’, which was a national inquiry into Children
in Immigration Detentions, by the human Rights
Commission.
26
The teacher is to then asks the students if they have any prior
knowledge to the Immigration Detention Centres and are
asked to share any of their knowledge and comment on how
and if this image is successful in representing the conditions
for children in Immigration Detention Centres.
Minutes student represents how they feel the child felt in relation to the text.
work.
Students are then asked to show their work and explain their
meaning behind what they drew.
Minutes work and
picture
Individual • What is the author trying to convey in this picture?
student • What is the significance of this picture?
27
work. • What is the purpose of the picture?
• Do you think its purpose is best portrayed due to the
fact that it is drawn by a child?
• What is emphasised in this picture?
• Would you say that both the text and picture discuss or
these pictures during the same National Inquiry that the text
was written (2014).
Minutes student Students are to compose their own short text that represents
work. their drawings.
28
Week 4 – Lesson 2
In this lesson students investigate the purpose and context of the song. This lesson focuses on content (FIND CONTENT). The students are
to evaluate if the references in the song correlate with what contextual background. The students are then to discuss how the text participates
in the storytelling to reflect/expresses lives, cultures and human experiences. The students are then to discus who they feel might relate to the
text and why.
29
Week 4 – Lesson 3
connection between all
Week 4 – Lesson 4
connection to you – students are to comment on how each text a character can be represented differently depending on point of view.
Students write task about their own character to others and a human experience they have gone through
30
31

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Brianna King - 18141027

Secondary Curriculum 2B English –

Sub-unit Title: Module C: Texts and Human Experiences

Stage: English Standard – Stage 6 (Year 12)

Duration: 4 Weeks (16 x 1 hour lessons)

Texts: Billy Elliot – Stephen Daldry (Film, HSC English Prescription)

Home and Away – John Marsden (Picture Book)

Missing Her – Michael Weisler (Short YouTube Clip)

Dear Mr. President – P!nk (Song)

Son of Mine – Oodgeroo Noonuccal (Poem)

expression and pleasure.

context and explains effects on meaning.

considered and detailed information, ideas and arguments.

Class: Year 12, Stage 6, Lesson 1/16 Time: 60 Minutes

Pre-service teacher’s Objectives

Time Organisation Teaching/ learning activities

5 Individual Students are to write learning intentions and to unjumble

work. marks the roll.

To be able to interpret the meaning behind a text and

To understand what a text and image represent.

To compose a short text that represents an image.

work. text is portraying.

discussion. with questions such as;

Who do think wrote this text?

What do you think the purpose was for this text?

Can you comment on what you believe the background for

this text is?

The teacher is then to show and explain to the students the

purpose of the text

Blaydin Detention Centre in Darwin in 2014.

This text was selected to represent the ‘Forgotten

Immigration Detentions, by the human Rights

The teacher is to then asks the students if they have any

prior knowledge to the Immigration Detention Centres and

are asked to share any of their knowledge and comment on

how and if this image is successful in representing the

conditions for children in Immigration Detention Centres.

15 Individual Students are then asked to draw a creative piece that

Students are then asked to show their work and explain

their meaning behind what they drew.

Individual What is the author trying to convey in this picture?

student What is the significance of this picture?

work. What is the purpose of the picture?

Do you think its purpose is best portrayed due to the fact

that it is drawn by a child?

What is emphasised in this picture?

show experiences for non-white Australians?

The teacher is to explain to the students that children drew

these pictures during the same National Inquiry that the

text was written (2014).

The students are then to compare and contrast their own

drawings to the one presented on the board.

work. represents their drawings.

In the final two minutes the teacher is to ask the

students to back up their bags and remained seated

until the bell.

Homework Students are to finish composing their short texts if they

did not finish in the allocated class time.

pieces of writing in the skill building writing task.

to replicate the experience.

Class: Year 12, Stage 6, Lesson 5/16 Time: 60 Minutes

Pre-service teacher’s Objectives

Students: Develop and apply contextual knowledge

10 Individual Students have watched the film Billy Elliot

15 Individual Writing Skill Building

10 Individual Writing Skill Building