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Unit title Year 12 Module A: Texts and Human Experiences
Content
EAL12-9 reflects on, assesses and
monitors own learning and refines
individual and collaborative processes as
an independent learner
Students:
 use a range of reference texts
(including bilingual dictionaries) to
assist interpretation and
explanation of ideas (ACEEA040)  individually at their own pace.
Sample Unit – English EAL/D – Year 12
Module A: Texts and Human Experiences
Sample for implementation for Year 12 from Term 4, 2018
Duration 30 indicative hours
Teaching, learning and assessment Resources
Wide reading and viewing Examples of texts dealing with
As they work through the unit, students collect a range of texts of their own human experiences:
choosing which describe or reflect human experiences. The collection of related  ‘Mr Bean – The Exam’
texts is important as it represents the student’s personal exploration of the topic. (media)
The texts should represent a range of:  ‘At Seventeen’ by Janis
 media, such as television, the internet, radio, podcasts, film and print texts Ian (song)
 forms, such as stories, poems, photographs, interviews, documentaries  ‘The Tribute Money’ by
and advertisements Masaccio (painting)
 contexts, such as texts from different historical periods, places or cultural  Wadjda by Haifaa al-
groups, (eg texts that represent the viewpoint of youth culture or the Mansour (film)
cultures of different ethnic or religious groups).  photograph of Phan Thị
Kim Phúc (the ‘Napalm
1. Reading strategies that can be considered: (a) previewing to understand Girl’) taken on 8 June
the text (b) visualising (c) students read paragraph by paragraph to 1972 by Nick Ut (still
contextualise the text. It is vital to scaffold (model) them so students can image)
follow
2. QTF – Significance: knowing the culture background/knowledge and Using different medium engages
connectivity of different ethnicities can provide students a learning students, aids in knowledge
engagement retention and motivates interest
Exploring the rubric Printed copies of the EAL/D
Students read the EAL/D Module A rubric and highlight key terms and phrases Module A rubric
(eg ‘textual appreciation’, ‘acts of representation’, ‘persona’, the ‘human
condition’, etc) and unfamiliar vocabulary (eg ‘anomaly’, ‘paradox’, ‘assumption’, Always provide a copy for
‘trait’, ‘aspiration’, etc) students
Differentiation: Teacher reads the rubric aloud, projects it onto a screen or
whiteboard and provides students with their own printed copies to read

EAL12-1A responds to, composes and
evaluates a range of complex and
sustained texts for understanding,
interpretation, critical analysis, imaginative
expression and pleasure
Students:
 engage with texts in a range of
forms, modes and media, and
explore and evaluate different
ways of responding to texts   revises first person and third-person grammatical forms (eg simple
EAL12-3 selects and uses language
forms, features and structures of texts
appropriate to a range of purposes,
audiences and contexts, and analyses
and evaluates their effects on meaning
Students:
 identify and analyse techniques
used in literature, film and the
mass media to construct realities
 use the appropriate conventions of
grammar, sentence structure and
punctuation accurately
EAL12-5 thinks imaginatively, creatively,
interpretively and critically to respond to,
represent and evaluate complex ideas,
information and arguments in a wide
range of texts
Students:
 examine how narrative point(s) of
view are used to convey ideas,
attitudes and values in literary
texts and how arguments are
1. Differentiation: giving students the best chance of learning; students have
different learning capabilities, so it is vital to apply different learning
instructions. Also, ask different students to read aloud per sentence with
their own printed copy and ask questions regarding what they are reading
to maintain focus
Writing about human experiences Examples of first person and
How do we write about our own and others’ experiences? What do we mean third-person narratives:
by ‘narrative point of view’?  extract from Long Walk
To explore this, teacher: to Freedom by Nelson
 introduces or revises first person and third-person narration. Mandela
 identifies different types of fiction and nonfiction texts which use these (autobiographical work)
narrative modes to represent people’s experiences (eg stories and  Barack Obama’s eulogy
novels, poems and lyrics, memoirs and biographies, websites and blogs, for Nelson Mandela
documentaries and films, etc) (speech)
 first section of Chapter 1
present and present continuous, and simple past and past continuous). of The Village by the
Students write a short recount (eg of what they had for breakfast, of their Sea by Anita Desai
trip to school, etc) using past tense verbs and then transform the passage (novel)
into the present tense.  ‘Luka’ by Suzanne Vega
 shows extracts from or short autobiographical texts which use first-person (song lyric and music
narration and short fictional texts or extracts which use third-person video)
narration. Identify and discuss the form and context of each text.  ‘Big World’ by Tim
 shows extracts from or short texts which subvert the narrative Winton (short story),
conventions, eg fiction narrated by a character using first-person  first section of Chapter 1
narration, autobiographical material presented in third person or as fiction, of Empire of the Sun JG
etc. Identify and discuss the form and context of each text. Ballard (autobiographical
novel), etc.
1. Provide scaffolding writing techniques such as PEEL, TEEL and PETAL
that guide students in their writing With these examples, it is a
2. Narrative point of view: perspective of the narrator. Teacher to explain. good idea to let students choose
3. Before students can embark on their own creative experiences, they their approach; cater
should know the differences between first- and third-person narration to differentiation of learning
understand their audience
4. Differentiate fiction and non-fiction texts; good idea to explore different
types of texts
This task assists the teacher to gather evidence of students’:
 Ability to craft a cohesive piece of writing using feedback to refine and
improve the quality of their writing
 presented in nonfiction texts  Understanding of narrative point of view and tense
(ACEEA063)   Understanding and ability to use creative writing techniques

EAL12-7 integrates understanding of the This information will assist the teacher to design future teaching and learning
diverse ways texts can represent personal strategies.
and public worlds
Students: 1. Feedback promotes personal and learning growth. Always give positive
 analyse and experiment with ways constructive feedback to students to build up confidence and therefore
of transforming experience into improve their skills. Make sure that the feedback is linked to the rubric
texts for different purposes, and students have a good understanding of it. Feedback can also be a
audiences and contexts  good indicator for teachers to know if students are learning and to make
any necessary adjustments.
Unpolished Gem – Reading and comprehension (continued) Pung, Alice, Unpolished Gem,
EAL12-1A responds to, composes and Students read Part 2. Black Inc., 2006
evaluates a range of complex and ISBN: 9781863951586
sustained texts for understanding, Partner reading – In pairs (or groups of three), students take turns to read aloud
interpretation, critical analysis, imaginative sections from the text to one another, using the asterisked breaks within each Alice Pung presentation to the
expression and pleasure section or chapter to stage the reading. Mildura Writers’ Festival:
Students: Differentiation: Factors for the teacher to consider when choosing partners: https://www.youtube.com/watch
 identify and describe the effect of  Reading ability (eg partnering stronger readers with weaker ?v=QaB-QhBbIQU, also
those elements of a text which readers or matching reading ability levels) available at
reflect context   Language background (eg partnering students from the same or https://www.alicepung.com/for-
 compose personal, analytical and similar language backgrounds or from different language teachers-and-students/
evaluative responses to texts and backgrounds)
consider the responses of others   Gender
 Friendship groups
EAL12-1B communicates information,  Student motivation
ideas and opinions in a range of familiar  Timing and degree of teacher support
and unfamiliar personal, social and  Changing or maintaining pairings or groupings
academic contexts
Students: Allow time for the nominated oral reader to reread the passage again silently to
 participate in and manage facilitate and confirm comprehension while the other member(s) of the group
collaborative discussions and develop(s) the three-level guide statements or questions for the passage.
presentations in a range of  After reading each section/chapter, students identify and discuss
contexts (ACEEA082)  comprehension points using three-level guide statements or questions (ie
 develop, use and integrate literal, interpretive and applied). The three-level guide activities within the
language for making connections, groups can be conducted as formal or informal discussions and/or as
questioning, affirming, challenging, written exercises.
speculating and generalising  Each pair or group is assigned a particular section or chapter from Part 2
of the book to develop a three-level guide sheet for other students in the
EAL12-3 identifies, selects and uses
language forms, features and structures
of texts appropriate to a range of
purposes, audiences and contexts, and
analyses and evaluates their effects on
meaning
Students:
 identify and analyse techniques
used in literature, film and the
mass media to construct realities  different background)
 explore and express ideas and
values in texts composed for a
range of purposes and audiences  described in Unpolished Gem similar to or different from students’ own
class to discuss and answer.
1. Partner reading: less fluent readers can learn from and practice with more
fluent readers. One is listening quietly and following the reading while the
partner is reading aloud. Also improves comprehension as students think
and speak with a partner about the reading.
2. APTS – Know students and how they learn: differentiating techniques to
meet specific learning needs of students can be an effective way to know
students and their interests (e.g. partnering student with similar or
Reflection activity See the teachers’ guide on
Whole-class discussion – In what ways are Alice’s and her family’s experiences ‘Fluency – Partner Reading’
produced by the NSW Centre
experiences? for Effective Reading:
http://www.cer.education.nsw.go
3. Good activity for EAL/D students – articulates their thoughts. Individual v.au/documents/249903/250184
writing of paragraphs can be considered for this task, then constructive /Fluency%20-%20Partner
feedback given. Differentiate the learning – students can choose to %20Reading.pdf
express their thoughts by visual (drawing), writing a paragraph or role
play script to cater the needs of diverse students.