UNIT OUTLINE

Subject: English Course: Module B: Critical Study of Literature (Advanced Number of Weeks 5
English)

Unit title: Animal Farm

By George Orwell

Key Concepts/ Big Ideas The importance of this learning

Students will develop an understanding of the text and notions od textual integrity. Central to this study
is the analysis of the text in relation to its construction, content and language, strengthening students’
 Students engage in a critical analysis of the text’s personal perspectives.
construction, content and language to develop
individual interpretation, drawing on evidence,
research and reading.
 Reading and analysing the text, students understand
the qualities of the text, the notions of textual
integrity and significance.
Unit context within Scope and Syllabus Outcomes
Sequence/Purpose

- EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation,
critical analysis, imaginative expression and pleasure
- EA 11-2 uses and evaluates processes, skills and knowledge required to effectively respond to
and compose texts in different modes, media and technologies
- EA11-3 analyses and uses language forms, features and structures of texts considering
appropriateness for specific purposes, audiences and contexts and evaluates their effects on
meaning
- EA11- 5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate
and compose texts that synthesise complex information, ideas and arguments
- EA11-7 evaluates the diverse ways texts can represent personal and public worlds and
recognises how they are valued
- EA11-8 explains and evaluates cultural assumptions and values in texts and their effects on
meaning

Literacy Focus Numeracy Focus ICT Focus Differentiation

- Pair work
- Multimodal texts
- Blooms taxonomy
- Extension activities
Rationale

The unit of work is designed to meet the outcomes of the Stage 6 Syllabus for Module B: Critical Study of Literature (NESA, 2019). The

lessons were designed to meet the outcomes through a critical study of the novel Animal Farm written by George Orwell. Given the

different contexts of the novel and current day, the aim was for students to delve deeper into a cultural understanding different from

everyday cognition, influenced by Vygotsky socio-cultural approach. Animal Farm was chosen with the intention of covering context and

familiarising with the author to assist students who will be studying Orwell in the upcoming year, building the field for the HSC. To meet

the demands of a new course (HSC course) with different standards, students will be expected to develop knowledge and understanding

through various modes of study. Studying George Orwell in the preliminary course will provide a firm foundation for learning advancing

to the HSC course (Neuman, Kaefer & Pinkham, 2014).

Self-regulation functions in a cyclical feedback loop, occurring before, during and after the learning activity. Clearly & Zimmerman

(2012) refer to the cyclical feedback loop in stages known as the forethought phase, performance phase and self-reflection phase. To

promote forethought it is essential educators activate student’s prior knowledge together with explicit intention for the learning goals

for the lesson/activity. The students are equipped with the knowledge during the forethought phase to successfully complete the unit.

Providing the students with a copy of the rubric, then highlighting the main points, provides explicit intention and goal for the weeks to
come. In the performance phase teachers will model, explain and prompt students, “directing attention to the essential elements”

(Clearly, & Zimmerman, 2012, p.247) of the text. This is achieved through class discussions, interactive activities and Socratic circles. In

the final phase, students are promoted to reflect on their work. Here, students will practice planning and drafting a podcast in class in

preparation for the summative assessment. Students are then required to peer assess each others work, then self asses their own work

to further develop their work. This act of peer and self-assessment fosters effective self-regulation amongst students (Clearly &

Zimmerman, 2012). The act of peer feedback is received positively by students and perceived as “being an aid to learning” (Falchikov,

1995, p.184), resulting in effective learning.