Brianna

King – 18141027

Secondary Curriculum 1B English –
1714 Masters of Teaching (Secondary)
Assessment 2

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Evaluation.

The text I have chosen to focus on in my unit of work is Freedom Writers, a 2007 film directed by Richard LaGravense. I chose this text because

I believe that it explores a range on concepts that allow students to critically engage with the text whilst also using a number of techniques and

higher order thinking to understand the text. I have focused on the content points EN12-1, EN12-2, EN12-3, EN12-7 and EN12-8 in this unit of

work. The above content points all foster the students’ abilities to analyse, discuss, investigate, explore, identify and reflect which allows for

creative and imaginative responses to the text. The key pedagogical approaches I have aimed at achieving in my unit of work are; inquiry based,

reflective and collaborative. I have included in my unit of work in several occasions is for the students to engage in a whole class or small group

discussions. I believe that students should always work in an environment that allows for an open collaborative experience as it can assist in their

overall work, as they are able to gain opinions and approaches from other students to enhance their own educational experience. This allows

students to gain an insight to others students’ creative and imaginative responses when approaching a text. Using the key practice and activities

of small group work such as the ‘think, pair, and share’ approach also further assists students being able to understand how to approach a text

with the assistance of others.

The unit of work features the students presenting the cultures represented in the film as PowerPoint presentations. This task has small guidelines

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for the students but also allows the students to be creative in the way they present the information. Students are able to add music or photos to

represent the cultures. This activity aims for the students to be able interpret information differently rather than just coping down notes about

culture, they are able to explore this culture in their own way. The students are also to create a ‘character web’, which allows for the students to

create a visual representation of the characters and how they link between one another. The students firstly have to complete character analysis’s

to gain and understand and deep knowledge about the characters and their purpose. The students then create a web around Mrs. Gruwell to

achieve another visual understanding of the characters and their connections. I feel that once again students can explore their creative abilities

through visual representations of their work. Lastly, the students are also to present a diary entry to understand what it is like to present their

thoughts, opinions or stories in a first person narration. This concept may be new to some students and can allow for a creative way to present

any story or thought they wish. The students are given freedom with this task as they are able to express anything they feel without being

criticized or judged for what they write, which correlates with the students in the film.

Reference List:

LaGravense, R. (2007). Freedom Writers. Jersey Films, MTV Films, 2S Films and Paramount Pictures.

NSW Education Standards Authority. (2019). English K-10 Syllabus (2012). Retrieved from,
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

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Unit concepts Identity and culture, Exploring Stories & Intertextuality

Stage: English Standard – Stage 5 (Year 10)

Duration: 4 Weeks (16 x 1 hour lessons)

Texts: Freedom Writers – Richard LaGravense (Film)

Outcomes

EN12-1: Independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative

expression and pleasure.

EN12-2: Effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and

composing a wide range of texts in different media and technologies.

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.

EN12-7: 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.

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Week & Lesson Number: Lesson Outcomes & Content: Teaching and Learning Activities:

Week 1 EN12-1: Independently responds to and In this lessons students are to engage in a class discussion about

Lesson 1 composes complex texts for understanding, the movie Freedom Writers. Students are to discuss the plot for

interpretation, critical analysis, imaginative the movie and any pivotal scenes. The students are to write a

expression and pleasure. short summary for the movie and fill in a basic timeline of major

EN12-3: Analyses and uses language events/scenes from the movie (Appendix 1). Lastly the students

forms, features and structures of texts and are to consider what the purpose is for the movie and what

justifies their appropriateness for purpose, audience it aims to target.

audience and context and explains effects Lesson Aim: Students gain an understanding of the film, its

on meaning. purpose and its target audience.

Week 1 EN12-8: Explains and assesses cultural The focus of this lesson is for the students to examine the

Lesson 2 assumptions in texts and their effects on identity and culture represented in the film. The students are to

meaning. find three – four cultures represented in the movie and are to

elaborate on how these cultures are represented in the film. The

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students are then to find an example of the specific culture in the

film and discuss how this scene explicitly shows representation.

Lesson Aim: Students are to examine the identity and culture

represented in the film.

Week 1 EN12-7: Explains and evaluates the divers In this lesson students are separated into four groups and are to

Lesson 3 ways texts can represent personal and focus on one of the four cultures presented in the film and to

public worlds. critically analyse its portrayal and importance in the film. The

students should investigate questions such as; the role of the

EN12-8: Explains and assesses cultural culture in the film, who represents the culture and how, what are

assumptions in texts and their effects on the negative and positive connotations surrounding this culture in

meaning. the film and why do they think this culture is important to enrich

the overall plot of the movie. The students are to present this

information in 4-5 PowerPoint slides.

Lesson Aim: Students are to specifically focus and critically

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analyse one culture and create a presentation to the class.

Week 1 EN12-3: Analyses and uses language The purpose of this lesson is for the students from each group to

Lesson 4 forms, features and structures of texts and share their culture representation analyse with the class. The

justifies their appropriateness for purpose, students are to present their analysis on the white board in a

audience and context and explains effects PowerPoint presentation for all students to be able to write down

on meaning. the information presented to keep for future reference. The

students are then to discuss the importance of having mixed

EN12-7: Explains and evaluates the divers cultures portrayed in the movie. The students should investigate

ways texts can represent personal and if this technique assists with the overall purpose of the text.

public worlds. Lastly the students are to briefly discuss if there still is mixed

cultural issues (such as gang violence) in modern America.

Lesson Aim: Students are to understand and investigate the

purpose of having multiple cultures represented in the film.

Week 2 EN12-2: Effectively uses and critically The teacher is to discuss with the students that the next five

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Lesson 1 assesses a wide range of processes, skills, lessons are focused on character analyses and that each lesson

strategies and knowledge for responding to will focus on a different character. The students are to fill in the

and composing a wide range of texts in table with both the questions and the answer for each set of

different media and technologies. questions (Appendix 2).

EN12-3: Analyses and uses language

forms, features and structures of texts and This lesson will focus on the teacher Mrs. Erin Gruwell. The

justifies their appropriateness for purpose, students are to collaboratively investigate the following

audience and context and explains effects questions;

on meaning. • The role of Mrs. Gruwell in the movie?

• The importance/purpose of Mrs. Gruwell?

• What crisis did Mrs. Gruwell face in the movie?

• Was this crisis resolved/what was the turning point for

Mrs. Gruwell?

• Choose two characters that largely affected the teaching

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ability of Mrs. Gruwell, explain why.

• Choose one scene you feel is the most pivotal for Mrs.

Gruwell and explain why you chose this.

Lesson Aim: Students will gain a deeper understanding of Mrs.

Gruwell and her role in the film.

Week 2 EN12-2: Effectively uses and critically This lesson will focus on the character of Margaret Campbell.

Lesson 2 assesses a wide range of processes, skills, The students are to collaboratively investigate the following

strategies and knowledge for responding to questions;

and composing a wide range of texts in • The role of Margaret Campbell in the movie?

different media and technologies. • The importance/purpose of Margaret Campbell?

EN12-3: Analyses and uses language • What crisis did Margaret Campbell face in the movie?

forms, features and structures of texts and • Choose one scene you feel is the most pivotal for

justifies their appropriateness for purpose, Margaret Campbell and explain why you chose this.

audience and context and explains effects • What are the overall beliefs that Margaret Campbell

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on meaning. believes in, in relation to the school?

• Are there any other characters in the film that support

Margaret Campbell and her beliefs?

Lesson Aim: Students will gain a deeper understanding of

Margaret Campbell and her role in the film.

Week 2 EN12-2: Effectively uses and critically This lesson will focus on the female student Eva Benitez. The

Lesson 3 assesses a wide range of processes, skills, students are to collaboratively investigate the following

strategies and knowledge for responding to questions;

and composing a wide range of texts in • The role of Eva Benitez in the movie?

different media and technologies. • The importance/purpose of Eva Benitez?

EN12-3: Analyses and uses language • What crisis did Eva Benitez face in the movie?

forms, features and structures of texts and • What is Eva Benitez’s relationship with Mrs. Gruwell and

justifies their appropriateness for purpose, her other classmates?

audience and context and explains effects • Why does Eva Benitez not respect Mrs. Gruwell?

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on meaning. • Choose one scene you feel is the most pivotal for Eva

Benitez and explain why you chose this.

Lesson Aim: Students will gain a deeper understanding of Eva

Benitez and her role in the film.

Week 2 EN12-2: Effectively uses and critically This lesson will focus on the student Andre Bryant. The students

Lesson 4 assesses a wide range of processes, skills, are to collaboratively investigate the following questions;

strategies and knowledge for responding to • The role of Jamal Hill in the movie?

and composing a wide range of texts in • The importance/purpose of Jamal Hill?

different media and technologies. • What crisis did Jamal Hill face in the movie?

EN12-3: Analyses and uses language • What scene shows a turning point for Jamal Hill?

forms, features and structures of texts and • What type of living conditions does Jamal Hill live in?
justifies their appropriateness for purpose, How does this communicate to the audience the struggles
audience and context and explains effects he currently faces?
on meaning. • Choose one scene you feel is the most pivotal for Jamal

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Hill and explain why you chose this.

Lesson Aim: Students will gain a deeper understanding of Jamal

Hill and his role in the film.

Week 3 EN12-2: Effectively uses and critically This lesson will focus on the male student Marcus. The students

Lesson 1 assesses a wide range of processes, skills, are to collaboratively investigate the following questions;

strategies and knowledge for responding to • The role of Marcus in the movie?

and composing a wide range of texts in • The importance/purpose of Marcus?

different media and technologies. • What major crisis as a child did Marcus face in the

EN12-3: Analyses and uses language movie?

forms, features and structures of texts and • Does Marcus still currently face crisis’s, if so why?
justifies their appropriateness for purpose, • Choose one scene you feel is the most pivotal for Marcus
audience and context and explains effects and explain why you chose this.
on meaning. • Do you feel that Marcus benefitted from writing in the

diaries? Why?

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Lesson Aim: Students will gain a deeper understanding of

Marcus and his role in the film.

Week 3 EN12-1: Independently responds to and The purpose of this lesson is for the whole class to engage in a

Lesson 2 composes complex texts for understanding, discussion about the main five characters, where the students are

interpretation, critical analysis, imaginative to share their answers from the following lessons. The students

expression and pleasure. are then to break into three groups and focus on Scott Casey,

EN12-2: Effectively uses and critically Steve Gruwell or Brian Gilford (each group is to focus on one

assesses a wide range of processes, skills, specific character and then share their answers). The students are

strategies and knowledge for responding to to discuss why that particular character is still extremely

and composing a wide range of texts in important to the storyline and their effect on Mrs. Gruwell.

different media and technologies. Students are to investigate if the specific character has a positive

or negative effect on Mrs. Gruwell.

The students are then to create a profile of Mrs. Gruwell

(students can either draw or create this on their laptops) and are

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to create a ‘character web’ with the discussed characters. The

students are then to draw connections from character to character

finding any links possible. This aims for the students to gain

more knowledge on the characters and their relationship with one

another.

Lesson Aim: Students will focus on the three additional

characters and understand their importance in the film and then

discuss the focused characters to determine how they affect Mrs.

Gruwell.

Week 3 EN12-3: Analyses and uses language In aim of this lesson is for students to watch 5 specific scenes

Lesson 3 forms, features and structures of texts and from the movie and are then to discuss the importance of that

justifies their appropriateness for purpose, scenes. Students are to briefly discuss what the scene is and then

audience and context and explains effects focus on the purpose of the scene, the importance of the scene,

on meaning. the cultural representation in the scene and lastly if this is a

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positive or negative scene. The students are to fill out the

worksheet (Appendix 3) and then are to collaboratively discuss

this information as a class and create a mind-map on the board.

The teacher is then to engage in a classroom discussion about the

points written.

Lesson Aim: Students critically engage with scenes to

understand their purpose and importance in the film.

Week 3 EN12-3: Analyses and uses language The focus in this lesson is for the students to investigate the

Lesson 4 forms, features and structures of texts and intertextuality represented in the film. The students are to discuss

justifies their appropriateness for purpose, the importance and the effect of having diary entries through out

audience and context and explains effects the film. The students are to discuss what intertextuality these

on meaning. diary entries represent.

The students are then to create a diary to the teacher with a topic

of their choice and the teacher is to collect these, this exercise is

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to replicate scenes in the movie (Appendix 4).

Lesson Aim: Students are to discuss and investigate the

intertextuality presented in the film (diaries, Ann Frank, The

Holocaust) and the importance of this in the film.

Week 4 EN12-1: Independently responds to and In this lesson the students are to discuss the importance of having

Lesson 1 composes complex texts for understanding, the Miep Gies coming to speak at their school. The students are

interpretation, critical analysis, imaginative to examine the purpose for this in the film. Lastly the students

expression and pleasure. are to investigate if the scene involving Miep Gies is a pivotal

EN12-3: Analyses and uses language scene in the movie and why. Students are to discuss how this

forms, features and structures of texts and scene shows the overall growth of the characters in the film.

justifies their appropriateness for purpose, Lesson Aim: Students investigate the importance of Miep Gies

audience and context and explains effects in the film.

on meaning.

Week 4 EN12-1: Independently responds to and The purpose for this lesson is for the students to discuss the

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Lesson 2 composes complex texts for understanding, importance of having flashbacks throughout the film. The

interpretation, critical analysis, imaginative students are to investigate whether or not the technique of

expression and pleasure. flashbacks enhances the story of the characters. Students are to

EN12-3: Analyses and uses language specifically show examples of these flashbacks in the movie.

forms, features and structures of texts and Lesson Aim: Students are to discuss the flashbacks and

justifies their appropriateness for purpose, investigate if this technique enhances the overall film.

audience and context and explains effects

on meaning.

Week 4 EN12-3: Analyses and uses language The goal for this lesson is for students to investigate the last

Lesson 3 forms, features and structures of texts and major technique of narration in the film. The students should

justifies their appropriateness for purpose, discuss the overall importance of having narration through the

audience and context and explains effects film and if this enhances the story. Lastly the students will

on meaning. discuss if they feel it is more powerful to have individual

narration as opposed to one narration for the whole film, or none

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at all.

Lesson Aim: Students discuss the technique of narration and if

this technique is importance to enhance the storyline of the

characters.

Week 4 EN12-1: Independently responds to and In the final lesson students are asked to write the about

Lesson 4 composes complex texts for understanding, effectiveness of this movie. The students are to write about the

interpretation, critical analysis, imaginative importance of this movie and how it can represent different

expression and pleasure. cultures are well as breaking through barriers. Lastly the students

EN12-7: Explains and evaluates the divers should also discuss any effects this film had on them.

ways texts can represent personal and Lesson Aim: Students are to discuss the techniques in this film

public worlds. and analyse if they enhance the overall meaning and purpose of

the film.

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Appendix 1.



























Appendix 2.

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Appendix 3.

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Appendix 4

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