Secondary Curriculum 1b - English

Alicia Sukkar - 18363441

English Lesson One of Three

Class: Stage Four - Year 8 Time: 60 Minutes

Unit: Narratives
Text: ‘La Luna’ - Pixar Animation Studios.

Outcomes
EN4-3B

Uses and describes language forms, features and structures of texts appropriate to a
range of purposes, audiences and contexts.

EN4-5C

Thinks imaginatively, creatively, interpretively and critically about information, ideas

and arguments to respond to and compose texts.

EN4-9E

Uses, reflects on and assesses their individual and collaborative skills for learning.

Materials

- White board

- KWL chart activity worksheet

- PPT (computer/projector)
- Worksheet matching activity
- La Luna Short film link

Procedures
Time Organisation Teaching/ learning activities
0-15 Teacher led.
 Teacher: Initiates class brainstorming/discussion activity
Brain storming/ on narrative. Questions asked such as:What is a
discussion. narrative? What are some examples of narrative?
Powerpoint (APX Can anyone tell me the key components of a
1A)
narrative? The different genres? Teacher should
write this information on a class mind map on
Student the board. On a class powerpoint, teacher to have
individual prepared an academic explanation of narratives,
activity. (KWL its significance, the various types of narratives,
chart) (APX 1B) as well famous examples. Teacher hands out
KWL chart activity to students, instructing
Formative students to leave the final column (What I have
assessment: learned?) Until the end of every lesson.
Teacher is able
to assess Students: Encouraged to engage in discussion, each
students learning student should name at least one narrative they
through know of. Students are to fill out their KWL
understanding charts.
their prior
knowledge on
the topic,
through the
KWL and
discussion.
15-30 Teacher directed Teacher: Introduce C-O-L-T-S:
instruction. Character
Object
Group Activity Location
Theme
Formative Scenario
assessment: Explain to students the presence of these five
Teacher is able aspects in any narrative. Provide students with
to see how the an example by using their current context (eg:
class works in character - students and teacher, object -
group and how writing books, location - name of school,
well the feed theme - education, scenario - learning of a new
information and topic)
their knowledge
towards each Students: They are to copy the C-O-L-T-S analogy into
other. Their their work books. Following this, students are
creativity is also placed into groups of four, one person from the
assessed. group claims the ‘character’ element, the other
person ‘object', the other ‘location', and the
other ‘theme’. Each student is to think of their
own unique idea, they are to them bring each
element together and form a quick ‘scenario’.
Each group is to tell their story to the class.

30-45 Teacher led. Teacher: Explanation on powerpoint to the significance

Powerpoint of short stories - written and via film. Teacher to
slides. (APX 1C) aid and assist students during the completion of
Work sheet the worksheet.
activity (APX 1D)
Students: Are to work on the work sheet matching
Formative activity activity.
assessment:
By referring to
students answers
in the activity
sheet, the teacher
is able to assess
students
understanding of
the content, and
their needs for
improvement.
45-55 Writing books Teacher: Presents the ‘La Luna’ Pixar short film.
Short story clip
https:// Students: Students are to focus on watching the film,
www.youtube.co They may take notes if they would like to,
m/watch? Such as listing the C-O-L-T-S from the film.
v=vbuq7w3ZDU
Q
50-60 Reflection. Teacher: Advises students to comply the section “What
KWL Chart Have I learned?” On their KWL worksheet.
And ask the class if they have any questions on
the lesson.

Student: Completes their KWL worksheet. Ask teachers

any remaining questions or thoughts. Students
are to hand their matching activity worksheet
to teacher upon dismissal.
Homework For homework, students are to find an image or a short
extract and in a paragraph they should explain what they
think is being said ‘under the surface’.
Appendix 1

1A
1B

K W L
What I know? What I want to know? What I learned…

• • •
1C
1D
Secondary Curriculum 1b - English

Alicia Sukkar - 18363441

English Lesson Two of Three

Class: Stage Four - Year 8 Time: 60 Minutes

Unit: Narratives
Text: ‘La Luna’ - Pixar Animation Studios.

Outcomes
EN4-4B

Makes effective language choices to creatively shape meaning with accuracy, clarity
and coherence.

EN4-7D

Demonstrates understanding of how texts can express aspects of their broadening

world and their relationships within it.

EN4-8D

Identifies, considers and appreciates cultural expression in texts.

Materials
- White board
- Writing books
- Shared google docs
- Sticky-note
- T-chart worksheet activity

Procedures
Time Organisatio Teaching/ learning activities
n
0-5 Whiteboard Teacher: Write on the board the common answers for C-O-L-
Discussion
T-S that students gathered from watching ‘La Luna’
Formative
assessment: Students: share with the class what they wrote for the
Teacher is COLTS analogy in watching ‘La Luna’ during the
able to assess
previous lesson.
students
learning
through their
comprehensio
n of the film.
5-40 Short story Teacher: leads discussion on moving under the surface and
‘La Luna’ into the subtext when watching short stories, and
Analysis making meaning from texts.Analysis of the short
Writing story is to be done by playing the text from the start
books/ shared
google docs and pausing the video when appropriate to discuss
page certain elements, features, symbols and meanings,
Discussion Following questions/ discussions are in order of what
Reflection is happening while the text is being shown:
Formative In the first ten seconds what has the film established?
assessment: Where are we?
Students Who is introduced along with the setting?
engaging in What do we notice similar about all three characters?
conversation
over the What is their relation?
allows the How would you guys describe the rising of the moon
teacher to in this scene?
evaluate their The moon has become an important what in the
understanding
of the content story? (theme/ controlling idea)
and allows Now that we’ve established the setting, characters,
the teacher to theme and objects of the film, what is disorientating?
track students Take a look at our characters again. The boy certainly
progress.
seems to be stuck between the two men, literally and
figuratively speaking. And as we’ve seen by their
actions, the older men are both trying to influence the
boy based on their own ways of doing things. Does
the boy really know how to act? What is at stake with
the boy?
What does the star that crash lands onto the moon
surface and lodges itself into the ground become in
this story?
In this turning point in the story where the boy runs
back, picks his own tool out of the bucket, and turns
his hat backwards, what has he achieved?
By him turning his hat backwards, what does he
show?
What do you notice about the two men at this point in
the story?
In the end, they’ve expressed their pride for the boy
and looked up to the crescent moon they’ve created
together. What type of story does this narrative
portray?
What do you think will happen in the future when the
boy has his own child?
By now, students should understand the deep theme
of identity, independence and coming of age in the
text. Teacher is to discuss this idea and its
significance within the narrative.
 encouraged to write as much information from the
discussion into their work books, or as a class
students can access a shared google docs page and
share their information on the text. As an extension,
students can write a reflection in their writing books
on the short story ‘La Luna’. Their reflection is a
response to ‘What's under the surface of the text’.

40-50 Sticky-note Teacher: Hand each student a sticky note and get everyone to
Discussion write down two or three words to describe this short
story. Instruct students to think about their answers,
then stick it up on the board. Discuss with students
why they chose their descriptions.

50-60 Worksheet: Teacher: Provide students with the activity worksheet: The
The boy boy before and after. Instruct students that they are t
before and
after (APX 2A) comment on what the boy did before how found his
own identity, and then what happened in the story
Work sheet when he become his own self. At the end of the
activity:T- lesson, provide student with the T-chart activity sheet
chart (APX 2B)
students to complete. Teacher should go around and
Formative assist students.
assessment:
teacher Students: Are to complete the activity worksheet and in the
conducts
assessment of final moments, students are to share with the class
student their responses. Students should also add to their
learning KWL sheet “what have I learned”. Students should
through ask any remaining questions or thoughts.
establishing
their
connection to
the text and
how well they
understand it.

Homework For homework students are to complete the T-chart work

sheet
Appendix

2A
BEFORE THE BOY AFTER THE BOY
FOUND HIS IDENTITY FOUND HIS IDENTITY
2B
SYMBOLS WHAT THEY
SYMBOLISE
MOON

HATS

BOAT

STARS

BROOMS, RAKE

LADDER
Secondary Curriculum 1b - English

Alicia Sukkar - 18363441

English Lesson Three of Three

Class: Stage Four - Year 8 Time: 60 Minutes

Unit: Narratives
Text: ‘La Luna’ - Pixar Animation Studios.
‘McDonalds’ - Daniel James

Outcomes
EN4-1A

Responds to and composes texts for understanding, interpretation, critical analysis,

imaginative expression and pleasure.

EN4-5C

Thinks imaginatively, creatively, interpretively and critically about information, ideas

and arguments to respond to and compose texts.

EN4-6C

Identifies and explains connections between and among texts.

Materials

- White board

- KWL chart activity worksheet

- Writing books/ laptops

Procedures
Time Organisatio Teaching/ learning activities
n
0-5 Teacher-led Teacher: Recap to students what they have learned about ‘La
Discussions
Luna’, narratives and short stories, ask if students
have any questions.
5-20 Writing Teacher: instruct students to use their knowledge and
activity
understanding of the ‘La Luna’ text to write an
Formative identity piece on one of the three characters. They are
Assessment: to pick either the young boy, the father or the
Teacher can grandfather and in as many words or even in dot
assess
point form, students are to talk about the characters
students
ability to feelings, their relationship to the two other
relate to the characters, they could also talk about their experience
characters when they were young, or perhaps what they aspire
identity and
for when they’re older. Teacher to assist students in
find deep
meaning the task.
within the
text. Students Student: complete the activity to the best of their ability. As
are being
an extension, students can write an identity piece
assessed on
their ability to from the perspective of the moon.
place
themselves
within the
narrative.

20-35 Narrative Teacher: Present students with the narrative poem

Poem
(APX 3A) “Mcdonalds” by Daniel James. Then as a class we
Mind-map will discuss the meaning within the poem, and its
activity symbolism. This information will be placed into a
class mind-map.
Formative
Assessment:
Teacher can Students: Are to read the poem silently to themselves, and
assess then as a class we will read it together. Students will
students
then contribute to the mind-map activity.
ability to
comprehend
narratives in a
different
form.
35-60 Writing a Teacher: For the final activity students are to write their own
narrative narrative. However for this narrative they should be
Writing
books/ laptop referring to the C-O-L-T-S analogy. They are to use
the character they had chosen in the earlier ‘character
Formative identity’ activity, pick an object from the list of
Assessment: symbols in the T chart, they can pick their own
From this location, the theme must be based on identity/coming
task, teachers
are able to of age, and the scenario is to relate to their obsession
assess with food, as it reflects the narrative of the poem the
students students have just read. (See appendix 3B for an
creativity and example). Teacher to assist students and help with
their ability to
form a bringing out their ideas and putting it into writing.
narrative.

Students: Using this information, students are to create their

narrative, where they should spend time planning and
gathering ideas. Students are to think about how they
will introduce the character and the setting, how they
will implement the object, the complication, and how
the story will end. Students need to make sure the
story focuses on the underlying topic of identity and
involves a scenario based on the obsession with food,
or a piece of food.
Homework N/A
Appendix

3A

McDonals - Daniel James

I broke up with McDonalds

On Valentine's day
People said she was no good for me
I had to get away

So I told her, It's not you,

It's just a phase I'm going through
But as we all know -
Dumping fast food is not a pleasant thing to do.

So I broke up with McDonalds, didn't see her for a while

Was doing pretty well - there was the occasional drunk-dial
When I walked up to the window
And I slipped into the queue -
But then I came back to my senses
And realised the thing to do...

Was to keep on walking

Keep on walking
Right past her
Ignore the temptation
To suckle
On those golden arches
Ignore those bed-like burgers
And those oh-so-easy fries
Divide our shared world up
And sever all ties!

Yes! I broke up with McDonalds and my life is better for it

When my girlfriend serves up rabbit food I simply adore it
I was scared of life alone with no kebab to walk me home
But...
What I once spent on burgers...
I now spend on...
Haribo!

Oh Haribo! Haribo!
You are a fruit tree in a sack
And although it feels wrong to see you
Behind my girlfriend's back
She can not be hurt by wrongs she does not know!
No - the new love of my life is Haribo, oh Haribo!

But then one evening after work

My girfriend came home early.
Caught me curled up on the couch
Soaking up her girly
DVDs
In front of me
A bowl of
Not nuts, nor seeds...
But fizzy, yes fizzy,
Cola bottles
That were
FIZZY!

How could you do this?

My girlfriend screamed at me.
Cannot you see the damage that they do-eth to your teeth?
(She'd been reading Shakespeare)
No, my eyes are on my face, I can't see in my mouth.
Right, she said, If you think I'm joking then I'm going to kick you out.

So she kicked me out the flat and that was that she said.
Not quite...
I grabbed my stash of Haribo from underneath the bed.
I told her all the things about her that I really hated

And the moral is:

Relationships with things that you can't eat are over-rated.

3B

Exemplar

Character: The Young Boy

Object: The boat

Location: Small home by the sea

Theme: Identity

Scenario: The young boy who lives by the sea loves all food. The people from his
town know him for his love of cooking and his taste in foods, from asian to
Mediterranean. However, he has a problem. Whenever the young boy east chocolate,
his skin turns to a bright orange. This makes him lost and confused. His only option to
stay clear of the curious eyes of the people from his town and to lay in his small boat
until the colour fades away.
Evaluation/ Extension

In the three lesson plans presented, I have created 3 hours of continuous learning that
strongly and effectively evaluates the outcomes listed. Overall, the three lessons aim
to teach narrative for stage four, so that students can understand how narratives are
shaped and how ones view of the world shapes a narrative (NESA, 2012). The three
lesson plans have significantly reflected on the progression statements for stage four.
In these lessons, I have created a range of activities that allow stage four students to
respond to stories using their own experience and cultural influences. Students are
also responding to the ideas, events and characters depicted in narratives emotionally
and intellectually. Students also analyse the texts to see and understand what is
underneath the surface of it.

In the first lesson, I really wanted to develop a foundation for students, and effectively
engage them with the notion of narrative. I wanted to see what students already knew
in this top, and how to develop onto of that knowledge. The first lesson is open with
plenty of discussion, as is the other two lessons. The KWL worksheet provided to
students at the beginning of the lesson allows students to constantly refer back to and
to use as a tool for self reflection (Boas et al., 2016, 137). In the first lesson, students
are introduced to language forms specific to narrative writing. They get a sense of its
structure and the appropriate texts that fit its features. Students also gain a deeper
understanding of short films. Short films were chosen for closer study in the lesson
plans, as they “focus student attention on locating the key ideas” (Boas et al., 2016,
281). Through the group work activity, students are able to share ideas, and makes the
students aware of higher order choices (Boas et al., 2016, 23). Also the worksheet
activity allows students to take more responsibility for their own learning (Boas et al.,
2016, 23). Both these strategies have ultimately contributed to fulfilling stage four
outcome EN4-9E and EN4-5C, where student “Thinks imaginatively, creatively,
interpretively and critically about information,” and “individual and collaborative
skills for learning.” (NESA, 2012, 17-18).
After having introduced the short film ‘La Luna’ in the first lesson, I wanted to, in
conjunction with the students deeply analyse it, and go beneath the surface of what
the narrative portrays. Here students are constantly being questioned and made to
further think their understanding of what they initially see. They form a connection
with the text, relate to the characters, and find value in the core theme of identity. In
this analysis, more than anything, students are becoming more active and engaged
participants in their own learning (Boas et al., 2016, 130). The deep analysis of the
text is a great use of higher-order levels of thinking for students which “is where the
skills that we commonly think of as critical thinking enter.” (Adams, 2015, p.152).
The stick-note activity allows students to further reflect on their understanding and
learning of the content, and the worksheet add to students ability to reach
independence in responding to the texts. I have attempted to apply the Gradual
Release of Responsibility model into the flow of my lessons. While I as the teacher
continue to guide students in their learning, I aim to allow them to be independent in
their thinking and creativity. This further relates to the outcomes of the lesson, where
my activities and overall structure of the lesson allows students to creatively shape
meaning, further understand texts and their expression of the world, and the
appreciation of cultural expressions in texts, which was demonstrated in both analysis
activity and work sheet activity (NESA, 2012, 14-18). Students continue to make
notes in their KWL sheet, which effectively allows them to validate their learning,
experience a sense of accomplishment and identify future learning goals.

In the final lesson plan, the focus is largely on getting students into writing their own
narratives. However, I wanted the lesson to start with the student focusing on one of
the characters from ‘La Luna’ and really place them selves into that character. I
wanted students to find a character they could relate to, understand his thoughts,
feelings, emotions, past, present and future. ‘Character’ is an important element in
narrative writing, and with this activity I wanted students to further deepen their
understanding of a character, in order to apply that character in a scenario. Students
where then introduced with another narrative, a poem called ‘McDonalds’ by Daniel
James. The poem is not deeply analysed, as the purpose of the poem was for me to
challenge my students when writing a narrative. Which comes to the next activity,
here students are to use the scenario from that poem and connect it to the character
from La Luna they had studied and create a story. Many students I believe would be
confused, however with guidance it is possible. In this lesson, students are relating to
the outcomes by responding to and composing their own text (NESA, 2012, 14-18).
Students are thinking “imaginatively, creatively, interpretively and critically about
information … to compose texts” (NESA, 2012, 14-18), and finally students are
definitely making connections between and among texts (NESA, 2012, 14-18)

Moreover, among the three lesson plans, I provided two opportunities for extension
activities. Both these activities were given for students to challenge their learning and
reinforce their skills. I also provided homework on two days. The first one required
students to conduct research and independently apply what they have learned into
their own texts. The second homework activity allows students to respond critically to
the text. Overall, I believe there may be some need for improvement in my pedagogy,
I have to admit that I did struggle and even spent days just thinking of activities that
relates to the texts and responds to students learning. However, I hope that with time
and my experience as a teacher I can improve and provide deep and meaningful
learning for my students when learning about narratives or any topic.
Bibliography

Adams, N. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the

Medical Library Association, 103(3), 152-153.

Boas, E. and Gazis, S. (2016). The Artful English Teacher: Over 100 Practical

Strategies for the English Classroom. Adelaide: Australian Association for the

Teaching of English. Review of Education, 38(1), 9-24.

NSW Education Standards Authority (2012). NSW English K-10 Syllabus Stage 4.

NSW Government. Retrieved from http://syllabus.nesa.nsw.edu.au/assets/

englishk10/downloads/englishk10_full.pdf