Secondary curriculum 1b – Unit of Work.

Overview of teaching and learning activities

Syllabus outcome/content Teaching and learning activities Resources Assessment

 effectively uses and Week 1: 10 Things I hate about you Students will be
critically assesses a wide (film scene) formatively assessed
range of processes, Students will focus on the main character’s (Kat’s) stance through the think-pair-
skills, strategies and in the film ’10 Things I Hate About You’. Students will be share activity, where
knowledge for shown the car scene with Kat blasting her rock music. the teacher will assess
responding to and Students will focus on how Kat’s character is constructed students’ knowledge on
composing a wide range in the film, and this will be compared with another scene how characterisation
of texts in different where Kat reads out the poem– an emotional side of Kat and character evolution
media and technologies will be shown. can evoke a range of
EN5-2A responses in the
Activity: Students will identify the differences in both viewer.
 consider how Kat’s representation and her own viewpoint in the film.
aspects of texts,
including Students will be asked the question “How is Kat
characterisation, portrayed in the beginning of the film?” Students will
setting, situations, discuss this in comparison to the poem-reading scene,
issues, ideas, tone where she demonstrates her emotional side. In relation
and point of view, to this scene, students will participate in a think-pair-
can evoke a range of share activity, where the focus questions will be:
responses, including
empathy, sympathy, 1. “How does the poem-reading scene suggest the
antipathy and evolution of Kat’s character?”
indifference
2. “Do you feel sympathetic? Why?”
Syllabus outcome/content Teaching and learning activities Resources Assessment

Students will share their answers with the rest of the

class as well as the teacher.

 effectively uses and 10 Things I hate about you

critically assesses a wide Students will focus on Kat’s viewpoint of Patrick. (film scenes) Students will be
range of processes, Students will watch two scenes. One scene will assessed on their ability
skills, strategies and show Kat’s initial feelings toward Patrick (The car scene Laptop for in-class essay to explain how
knowledge for where Patrick stalks her), and the other will show Kat’s constructing activity. character viewpoint is
responding to and changed feelings (The scene where Kat kisses Patrick). crucial in creating and
composing a wide range shaping interpretation
of texts in different of the text.
media and technologies Activity: Students will reflect upon the two scenes, and
EN5-2A Kat’s changing perspective of Patrick. Students will
consider how Kat’s shift in viewpoint shapes and changes
 identify, explain and audience interpretation. Students will co-operatively to
discuss how make a mind-map drawn out by the teacher. Students
will share their ideas in regard to the question “What
narrative viewpoint,
changes are visible in Kat’s character?” This question will
structure,
incite students to begin thinking about the co-operative
characterisation and
essay constructing activity.
devices including
analogy and satire
Students will work co-operatively to construct an essay
shape different
regarding Kat’s change of perspective of Patrick.
interpretations and
Students will be encouraged to reflect upon the scene.
responses to a text
The main essay question will be:
(ACELT1642)
Syllabus outcome/content Teaching and learning activities Resources Assessment

1. Compare Kat’s differing viewpoints of Patrick in

the film. Does her changed perspective create a
new interpretation? Why/why not?”

Students will discuss the question with their peers and

work on creating an introduction to the question.
Students will read out their introduction paragraphs to
the teacher who will write some up on a google docs
document. These will be discussed as a class, where
students will be encouraged to edit and add more ideas
to the chosen introductory paragraph.

 questions, challenges 10 Things I hate about you Students will be

and evaluates cultural Students will be shown the rock bar scene from the film. (film scene) assessed on their
assumptions in texts While watching the scene, they will be instructed to analytical skills and
and their effects on consider the atmosphere of the bar, and how it is their ability to
meaning EN5-8D represented. demonstrate an
understanding of
 analyse and Activity: Students will choose an aspect of the rock bar— techniques used in
evaluate how people, objects, etc., and demonstrate how they’re visual representation.
people, cultures, represented in the scene. Students will identify and note
places, events, down ways that their chosen feature of the rock bar adds
objects and to the “rock” atmosphere.
concepts are
represented in In relation to this activity, the teacher will put up a
diagram on the board and will note down aspects of the
texts, including
bar that emphasise the “rock” atmosphere as stated by
media texts,
Syllabus outcome/content Teaching and learning activities Resources Assessment

through language, students. The teacher will ask the question:

structural and/or
visual choices 1. “How is the style of “rock” represented in this
(ACELY1749) scene?”

Students can refer to the completed diagram for ideas

and support. The students’ ideas represented in the
diagram from the activity will act as support for
answering the focal question.
 effectively transfers 10 Things I hate about you Students’ ability to
knowledge, skills and Students will look at the scene where Kat reads out the (film scene) interpret a situation
understanding of poem in class. and effectively and
language concepts into creatively translate it
new and different Activity: Students will brainstorm the ways that Patrick into a different mode
contexts EN5-4B might have felt about Kat’s poem. This can be done will be evaluated.
through analysing his facial features/reaction.
 creatively adapt
texts into different Students will then be instructed to write Patrick a
forms, structures, response piece in the form of a poem. Students will
modes and media consider Patrick’s reaction and give him a voice by
for different writing a poem he might respond with. Students can
purposes, audiences work together to come up with this piece.
and contexts and
After translating Patrick’s speechless reaction into a
explain the
poem, students will be required to share their poems
differences
with the rest of the class. Students will then be asked
emerging as a result
about how they think the scene might be different as a
of such adaptations.
result of this modification.
Syllabus outcome/content Teaching and learning activities Resources Assessment

 thinks imaginatively, Week 2:

creatively, interpretively 10 Things I hate about you Students will be
and critically about Students will focus on the types of American high-school (film scene) formatively assessed
information and students in the film, and how stereotypes and ideologies through the worksheet
increasingly complex are constructed in the film. activity, and their
ideas and arguments to ability to identify and
respond to and Students will watch the scene where Michael (Cameron’s evaluate stereotypes
compose texts in a friend) shows Cameron around the school. existent within the film.
range of contexts EN5- While watching this scene, students will be asked to
5C consider the stereotypical way in which the different Worksheet: Students will be
students are introduced. For example, students may additionally assessed
 critically evaluate consider the different classification of students such as through homework,
the ways bias, the “Coffee kids” and the “Rasta’s”. where they are
stereotypes, Students will be given a worksheet with a table to work requested to find
perspectives and on. The worksheet will help them establish the another film or text
ideologies are stereotypes that are identifiable in the film. with stereotypical
constructed in texts characters. They must
explicate how these
stereotypes are
constructed. Students
will be assessed on
their use of techniques
and metalanguage in
their responses.
Syllabus outcome/content Teaching and learning activities Resources Assessment