Edla342 369 Assessment 2

Claire Nelson (S00238330) Khanyisile Galloway (S00246435) 24/10/2020
ASSESSMENT TASK 2: PROGRAMMING FOR TEACHING READING & VIEWING (PAIR WORK)
Part 1: Preparation for Programming
1.1. Selecting teaching resources
EXCERPT 1 NOVELLA (Page 43-45):
At the far end of the hall was the mirror. She could see herself walking towards the mirror, looking, reflected, a little braver than she actually
felt.(+ive, appreciation, adjective) There was nothing else there in the mirror. Just her, in the corridor.
A hand touched her shoulder, and she looked up. The other mother stared down at Coraline with big black button eyes.
“Coraline, my darling,” she said. “I thought we could play some games together this morning, now you’re back from your walk. Hopscotch?
Happy Families? Monopoly?”
“You weren’t in the mirror,” said Coraline.
The other mother smiled. “Mirrors,” she said, “are never to be trusted. Now, what game shall we play?”
Coraline shook her head. “I don’t want to play with you,”(-ive, affect,verb) she said. “I want to go home and be with my real parents. I want you
to let them go. To let us all go.”
The other mother shook her head, very slowly. “Sharper than a serpent’s tooth,” she said, “is a daughter’s ingratitude. Still, the proudest spirit
can be broken, with love.”(-ive, judgement, noun) And her long white fingers waggled and caressed the air.
“I have no plans to love you,”(-ive,judgement, noun) said Coraline. “No matter what. You can’t make me love you.”(intensifier)
“Let’s talk about it,” said the other mother, and she turned and walked into the lounge. Coraline followed her.
The other mother sat down on the big sofa. She picked up a shopping bag from beside the sofa and took out a white, rustling, paper bag from
inside it.
She extended the hand with it to Coraline. “Would you like one?” she asked politely.
Expecting it to be a toffee or a butterscotch ball, Coraline looked down. The bag was half filled with large shiny blackbeetles, crawling over each
other in their efforts to get out of the bag. “No,” said Coraline. “I don’t want one.”
“Suit yourself,” said her other mother. She carefully picked out a particularly large and black beetle, pulled off its legs (which she dropped,
neatly, into a big glass ashtray on the small table beside the sofa), and popped the beetle into her mouth. She crunched it happily.
“Yum,” she said, and took another.
“You’re sick,” said Coraline. “Sick and evil and weird.”
“Is that any way to talk to your mother?” her other mother asked, with her mouth full of blackbeetles.
“You aren’t my mother,” said Coraline.
Her other mother ignored this. “Now, I think you are a little overexcited, Coraline. Perhaps this afternoon we could do a little embroidery
together, or some watercolor painting. Then dinner, and then, if you have been good, you may play with the rats a little before bed. And I
shall read you a story and tuck you in, and kiss you good night.” Her long white fingers fluttered gently, like a tired butterfly, and Coraline
shivered.
“No,” said Coraline.
The other mother sat on the sofa. Her mouth was set in a line; her lips were pursed. She popped another blackbeetle into her mouth and then
another, like someone with a bag of chocolate covered raisins. Her big black button eyes stared into Coraline’s hazel eyes. Her shiny black
hair twined and twisted about her neck and shoulders, as if it were blowing in some wind that Coraline could not touch or feel.
They stared at each other for over a minute. Then the other mother said, “Manners!” She folded the white paper bag carefully so no blackbeetles
could escape, and she placed it back in the shopping bag. Then she stood up, and up, and up(repetition): she seemed taller than Coraline
remembered(intensifier). She reached into her apron pocket and pulled out, first the black door key, which she frowned at and tossed into her
shopping bag, then a tiny silver-colored key. She held it up triumphantly. “There we are,” she said. “This is for you, Coraline. For your own
good. Because I love you. To teach you manners. Manners makyth man, after all.”
She pulled Coraline back into the hallway and advanced upon the mirror at the end of the hall. Then she pushed the tiny key into the fabric of the
mirror, and she twisted it.
It opened like a door, revealing a dark space behind it. “You may come out when you’ve learned some manners,” said the other mother. “And
when you’re ready to be a loving daughter.”
She picked Coraline up and pushed her into the dim space behind the mirror. A fragment of beetle was sticking to her lower lip, and there was no
expression at all in her black button eyes.
Then she swung the mirror door closed, and left Coraline in darkness.
EXCERPT 2 ANIMATION:
STARTING SCENE
ENDING SCENE
1.2. Text analysis for teaching content (approx. 250-300 words)
ANALYSIS OF NOVELLA
In the passage of the Novella above, Neil Gaiman's narration creates an insight into the characters of the Other Mother and Coraline. Throughout
the passage the characters develop and their characteristics are revealed through the use of direct and indirect characterisation. Details of the
characters are shown in their interactions and thoughts throughout the passage as we learn further about the relationship between Corline and the
Other Mother. We learn their contrasting differences that reflect and show evidence of the growing relationship between the characters. The
Other Mother is characterised as creepy and unusual, as her behaviours and expressions are depicted in the passage. Coraline's defiant and angry
expressions and speech highlight the disconnection in their relationship.
Novella: Language Resources. (-ive = Negative, +ive = Positive)
1. Explicit Attitude
‘“I don’t want to play with you”’ (-ive, affect, verb)

- This negative interaction between Coraline and the Other Mother express Coraline’s unwillingness to engage with the Other Mother.
By this time Coraline has already detached herself from the Other Mother emotionally as the realisation of her evil and unsavory ways
have been recognised.
‘“I have no plans to love you”’ (-ive, judgement, noun)

- In this excerpt Coraline has made it explicitly clear to the Other Mother of her true thoughts and feelings toward her. Coraline can
recognise the distinct difference between love from her real mother compared to that from the Other Mother and has chosen reality over
fiction.
2. Implicit Attitude
‘...Still, the proudest spirit can be broken, with love”’ (-ive, judgement, noun)
- The Other Mother is implying that she still has a hold over Coraline emotionally with the threat of love. But the Other Mother is also
showing uncertainty in whether she still has Coraline in her grips expressing to the audience of Coralines maturity and growth.
‘She could see herself walking towards the mirror, looking, reflected, a little braver than she actually felt.’ (+ive, appreciation, verb)
- As Coraline see’s her reflection she is reminded of who she is and feels a strength from within to be brave when facing the Other
Mother. Coraline still has fears about the Other Mother but pushes herself to free her family and lost souls.
3. Graduation Strategies
‘“No matter what. You can’t make me love you”’(intensifier)

- This statement made by Coraline is a intensifying graduation to her previous statement made toward the Other Mother. In saying this
she is reassuring herself and the Other Mother that there is no love shared between the two.
‘Then she stood up, and up, and up(repetition): she seemed taller than Coraline remembered(intensifier).’
- The repetition of ‘up’ intensifies Coraline's instilled fear of the Other Mother in this moment. As the Other Mother grew Coraline
bravery and resilience lessens reminding the audience she is still a vulnerable child.
SPEECH Coraline speaking to the other mother saying “I have no plans to love you”, followed by “No matter what, You can’t make me
love you” stresses her dislike of her other mother and inability to love her the way that the other mother would like her to love
her. In this scene we sense an argument between mother and daughter when the other mother says “Is that any way to talk to
your mother?”, yet the argument becomes irregular when the text states “her other mother asked, with her mouth full of
blackbeetles”. Coraline stresses her dislike and unloving attitude towards the other mother when she states “You aren’t my
mother”. We strongly see here though Coraline’s speech that she has no intention of becoming part of her “other family” and
the emotion that Coraline is showing is being angry and deflective.
THOUGH One main theme we see in this section of the Novella is that Coraline has a strong distaste towards the other mother, whereas
T the other mother has a strong liking towards Coraline. We understand clearer throughout the passage Coraline's thoughts when
she describes the Other Mother as “Sick and evil and weird”.
EFFECTS We can see the conflicting effects of awe and anger that the Other Mother has on Coraline in the passage. In the passage it
states Coraline describing her Other Mother with “Shiny black hair twined and twisted about her neck and shoulders, as if it
were blowing in some wind that Coraline could not touch or feel. They stared at each other for over a minute”. This description
creates the awe effects that the Other Mother has had on Coraline with her appearance as she looks at her for a long length of
time. Although in the previous part of the passage, Coraline “shivered” at the appearance of the Other Mothers “long white
fingers”. There seems to be part of the Other Mother that Coraline likes and dislikes.
ACTIONS The actions of the other mother in the passage make it clear that she is an irregular character. Descriptions of “She popped
another blackbeetle into her mouth and then another, like someone with a bag of chocolate- covered raisins”, and “A fragment
of beetle was sticking to her lower lip, and there was no expression at all in her black button eyes depicts the Other Mother to
be unusual and different to Coraline's character.
LOOK In the passage it says, “The other mother sat on the sofa. Her mouth was set in a line; her lips were pursed”. This makes us feel
that the Other Mother’s lack of emotions means that she is either up to something or is thinking about something that can’t be
good.
ANALYSIS OF ANIMATION
SPEECH:
In the Animation and the Novella, oral speech is part of the dialogue to identify characters' expressions. The animation portrays Coraline and the
Other Mother through actions, facial expressions and body language, making evidence of the strained relationships between these characters.
The scenes between 57:15 and 58:35 stresses and demonstrates the characters behaviours and attitudes in their interactions.
THOUGHTS: CORALINE & OTHER MOTHER INTERACTION
Other Mother: “Even the proudest spirit can be broken with love”- Coraline: “I want to be with my real mom and dad, I want you to let
Statement me go”- Statement
Other Mother: “Is that any way to talk to your mother?”- Question Coraline: “You're not my mother”- Statement
Other Mother: “Apologize at once”- Statement Coraline: “No!” - Statement

Other Mother: “I’ll give you to the count of three”- Statement Coraline: “OWWW, what are you doing?”- Question
EFFECTS: CAMERA ANGLES
CLIP CAMERA ANGLE EFFECT
Hip Level Shows the fight for superiority and

intimidation.
Eye Level Shows the expression of the other other as

Coralines speaks.
High Angle Creates the visual that Coraline is inferior as

the Other Mother is looking down on her.
Low Angle Emphasizes the Other Mothers power over

Coraline.
FACIAL EXPRESSIONS:
CLIP FACIAL EXPRESSION EFFECT
Anger Anger is shown through the Other Mothers

facial expressions as her eyebrows are arched
inwards, and her lip is slightly lifted to one
side.
Happy Happiness is shown through the Other

Mothers facial expressions as her lips are
stretched up high from side to side and her
eyebrows are relaxed. Her body language
shows her sitting comfortably on a couch.
Surprised/Anger Surprise/Anger is shown through her facial

expressions. The element of shock is
reflected through her mouth as it is hanging
open, where as her eyebrows are arched
inwards and eye wide open.
Disgust Disgust is shown through Coraline’s facial

expressions as her head is tilted down with
her eyes closed shut. Her body is hunched
over and her arms are drawn towards her.
Shock Shock is reflected in Coraline's facial

expressions through her wide open eye and
open handing mouth. Her back is up straight
with head tilted upwards and hands straight
beside her side.
Confusion Confusion is reflected in Coraline’s facial

expressions through her open mouth slightly
raised to one side, wide open eyes and
eyebrows one being slightly higher than the
others.
Scared Coraline shows the facial expression of

scaredness through her arched outward
eyebrows, wide open eyes and wide open
mouth. Coraline's body language reflects this
as her hands are up in front of her as if to
ward of anything that may be coming towards
her.
ACTION:
Other Mother eating beetles
Symbolises unusualness of Other Mothers actions compared to

Coraline's real parents.
Other Mother offers Coraline chocolates
In an effort to create connection between two different worlds the

Other Mother offers Coraline chocolate beetles.
Other Mother pinches Coraline's nose, dragging her out of the

room
In retaliation to Coraline's insult the Other Mother pinches her nose

and drags her out of the room.
The Other Mother thrown Coraline through the mirror into dark
room
The other mother throws Coraline into the dark room in an attempt to
teach her manners and discipline her.
Coraline bashing on the wall
Coraline bashes on the wall in an attempt to break out of the dark

room and get the Other Mothers attention to let her out.
LOOK:
In the animation Coraline and the Other mothers clothing are of bright colours as well as the setting. These bright colours reflect the personality
of both Coraline and the Other Mother. Coraline wears typical attire for a child, unlike the Other Mother who bold colours reflect Coraline's
dream mother in the unreal world. The Other Mother is presented in a bright lighting to present a imaginative and entrancing view of Coraline's
imagination and dreams. The bright colours of both Coraline and the Other Mother clash to present two worlds that may look like they belong
together, but instead clash.
SOUND FEATURES:
INTONATION: LOW: RISING
Intonation is reflected in this film throughout Used by Coraline to show that she is angry Used by the Other Mother when offering
the scene from 57:15 to 58:30. and scared towards the Other Mother about Coraline chocolate beetles to eat:
her real parents: 57:32
57:43
Used by Coraline to emphasise to the Other Used by the Other mother in an attempt to
Mother that she is not her daughter, nor does discipline Coraline when spoken to rudely:
she believe that she will ever be her daughter: 57:49
57:52
Used by Coraline to stand up to the Other Used by the Other Mother when waiting for
Mother who disregards her feelings and an apology by Coraline:
concerns: 57:55
57:59
Used by the Other Mother when counting
down:
58:12
Used by Coraline when she is in pain as the

Other Mother is dragging her down the
hallway:
58:15
BACKGROUND MUSIC: INSTRUMENT TEMPO
Background music is used to dramatise the Low dogs howling: Used to create the Music is low and untimed and eerie to show
situation or scene in a way to depict mood feelings of scaredness or uncertainty: 57:08 Coraline's emotions of unsteadiness and
and feelings. feeling of being scared towards the dark
room.
High sharp violins: Used to create uncertainty

and suspense: 57:21 Sharp slow music used to show Coraline's
uncertainty of the event unfolding.
Harsh loud orchestra: Used to create Continuous crashing music is used to show
sacredness and nervousness: 58:15 the harshness of the Other Mother and
Coraline's emotions of being scared as the
Other Mother drags her by her nose in pain.
Part 2: Programming for teaching Reading and Viewing of multi-version narrative (1700 words)
Stage 3 English Unit: Critical comprehension of characterisation across two narrative versions
Concept Focus: Characterisation Duration: Term (8 weeks)
Unit Overview Resources:
Characterisation is the process of where an author reveals the personality of a Written text: Coraline (Neil Gaiman)
character.
Media, multimedia and digital texts: Coraline (2009
The focus of this unit is characterisation, specifically that of imaginary texts. The animated movie)
unit will explore different forms of media and how they use characterisation for
student understanding of the characters and genres presented.
Outcomes (knowledge, skills and understanding Learning progressions
EN3-1A EN3-1A:Listening (LiS7–LiS8), Interacting

Communicates effectively for a variety of audiences and purposes using (InT5–InT6), Speaking (SpK6–SpK7) and
increasingly challenging topics, ideas, issues and language forms and features Understanding texts (UnT7–UnT9)
EN3-3A EN3-2A:Understanding texts (UnT8–UnT9), Creating

Uses integrated range of skills, strategies and knowledge to read, view and texts (CrT8–CrT10), Grammar (GrA5), Spelling
comprehend a wide range of texts in different media and technologies (SpG14) and Handwriting and keyboarding
(HwK7–HwK8)
EN3-2A
Composes, edits and presents well structured and coherent texts EN3-3A:Understanding texts (UnT8–UnT9)
EN3-5B EN3-5B:Listening (LiS7–LiS8), Interacting (InT7),

Discusses how language is used to achieve a widening range of purposes for a Speaking (SpK7), Understanding texts (UnT8–UnT9)
widening range of audiences and context and Creating texts (CrT9–CrT10)
EN3-6B EN3-6B:Speaking (SpK6–SpK8), Understanding texts

Uses knowledge of sentence structure, grammar, punctuation and vocabulary to (UnT7–UnT9), Creating texts (CrT9–CrT10), Grammar
respond to and compose clear and cohesive texts in different media and (GrA6) and P unctuation (PuN5–PuN7)
technologies
EN3-7C:Listening (LiS7), Understanding texts
EN3-7C (UnT9–UnT10) and Creating texts (CrT9–CrT10)
Thinks imaginatively, creatively, interpretively and critically about information
and ideas and identifies connections between texts when responding to and
composing texts
Adjustments
The consideration of students’ individual needs will be met by teacher including appropriate materials, resources, verbal and non-verbal
communication systems to support teaching and learning activities to ensure effective participation and learning of concepts and content
taught within the unit. Teach will incorporate appropriate modelling, guided support, independent practices and feedback for lessons.
Opportunities for group work, peer/volunteer tutoring and individual assistance will be provided by the teacher for all students.
Teaching and Learning Sequence Resources Assessment

Unit 1: Coraline Novella Comprehension Main resource: Coraline
Before Reading Lesson 1: Before text orientation - Prepared book

Orientation orientation
Introduce Coraline Novella slideshow
- Teacher notes
Class discussion on topics relating to the narrative
- Experience of moving to a new house
- Parents are too busy to working while at home

- Feelings situated when parents are too busy to
accommodate to you
Orientation Lesson 2: Book Orientation - Prepared book

orientation
Discussion: slideshow
- Key features from the cover - Teacher notes
- Predict the text and narrative from cover illustrations

and title
Introduce topic of dark fantasy genre
- Author background of Neil Gaiman
- Introduction to characters and their connections

Pre-content Lesson 3: Direct Characterisation - Prepared - Discussion on direct

characterisation characterisation
Class discussion of characterisation slides - Student work samples
- What is direct characterisation in books? - Writing books +
writing materials
- How does the author write about a character's - Modelled written
personality directly? example
- How can we recognise this in writing?
Use examples of writing from the text.

Ask students to write about themselves as if they were a
character using language for direct characterisation. Teacher
to model an example using themselves.
Pre-content Lesson 4: Indirect Characterisation - Prepared - Discussion on indirect

Class discussion of characterisation characterisation characterisation
- Discuss previous learning slideshow - Student work samples
- Introduce indirect characterisation, compare to direct - Writing books +
characterisation to outline differences writing materials
- Introduce STEALwith examples - Leveled reading
groups texts
- Speech - what is the character saying
- Thoughts and feelings - what is the character

thinking and feeling
- Effect - how do they influence other

character/how do other character react
- Action - what is the character doing
- Looks - how is the characters appearance

described
Using their workbooks will use leveled books (reading
group books) to find examples of STEAL. Can be worked in
partners or independently.
Teacher will model example and guide the activity with

support students.
Teacher will discuss with students after activity that some

texts may not provide examples for each category of
STEAL.
During Reading Lesson 5: Characterisation (Modelled) - Teacher notes - Discussion

Modelled - Text excerpt
Teacher will read an excerpt from the text and display it for
students to view.
Teacher will stop briefly at times to discuss with class

difficult words, direct characterisation
Note: Try minimise stopping/starting reading to keep

student attentive on the excerpt.
Teacher to model analysis of excerpt, highlighting

direct/indirect characterisation. Teacher initiated discussion
about characterisation. Teacher will use STEAL for further
analysis of text.
Guided Lesson 6: Characterisation (Guided) - Teacher notes - Discussion

- Text excerpt - Student work samples

Teacher to read and display a text excerpt for students. - Writing books +
After reading the whole excerpt the teacher will initiate writing materials
discussion about characterisation. This will lead into guiding
students through an analysis.
Students will be made to discuss and analyse a section of

text with a partner defining direct or indirect
characterisation. Students will use appropriate STEAL
categories for their analysis. This will be written in their
work books.
Independent Lesson 7: Characterisation (Independent) - Text excerpt - Student work samples

- Writing books +
Teacher will read and display an excerpt of the text. writing materials
Independently students will analyse characterisation using

STEAL method, writing this in their work books.
After Reading Lesson 8: Digital creation + Analysis - iPads or Computer - Student work sample
room
Based on a chosen excerpt of text, students will - Link to Storyboard
independently create a storyboard. Students will also
analyse this excerpt using STEAL.
Lesson Plan 1
Name of the School: Name of Teacher/s: Date:

ACU North Sydney 24/10/2020
Khanyisile Galloway, Claire Nelson
Class: Duration:
Stage 3 40 Minutes
Key Learning Area: Lesson Topic:
English Book Pre-orientation (lesson 1)
Recent Prior Experience: N/A first lesson of term.

Syllabus Outcome(s): Indicators of Learning for this lesson (learning Assessment (success criteria):
intention): (WILF – What I’m looking for...)
(WALT – we are learning to...)
EN3-1A 1. Compare and justify the ways in which 1. Effective communication for a
Communicates effectively variety of audiences using challenging
spoken language differs from written
for a variety of audiences topics, ideas, issues and language
and purposes using language according to purpose, audience forms and features
increasingly challenging and context 2. Effective communication for a
topics, ideas, issues and variety of purposes using challenging
language forms and features 2. understand that strategies for interaction topics, ideas, issues and language
become more complex and demanding as forms and features
levels of formality and social distance
increase
Any safety issues to be Resources:

considered:
Movement from whole ● Interactive whiteboard (for student viewing)
class instruction. Due to ● iPad or device with camera
limited space, ensure ● Teacher notes
students return to desks one
group at a time. Be cautious
of surroundings and peers.
Lesson Content / Indicators Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
of Learning (What is (mins) (How it is taught)
Taught): Write detailed steps showing what the teacher (T) will do
Note key skills, concepts and and what students (Ss) will do.
values addressed in each
section. Link to your
Indicators of Learning.
INTRODUCTION
Introduce Coraline Novella 10mins T will start lesson with introduction of novella Coraline Ss sit on the mat. T will initiate
to students. T will give a brief background of the text discussion with students.
Discuss structure of Novella (read blurb).
T will discuss the structure of a novella (short story). Ss
will be asked if they know of any other novellas’.
DEVELOPMENT
Teacher and students will 25mins T will initiate discussion forming students in Ss will sit on the carpet then move
hold a class discussion with think-pair-share groupings to their desks.
topics Ss will be given time to discuss the questions with their T roams and selects students to
partner, effectively communicating and comparing ideas share their discussion at the end of
● Experience of moving and issues the lesson.
to a new house T will gather each pair to share with the class their
● Parents are too busy to discussion regarding the topic questions.
working while at
home
● Feelings* situated
when parents are too
busy to accommodate
to you
CLOSURE
T recap of the learning, 5 mins T recap of lesson and come back to novella. Briefly Ss move to the carpet to share
circling back to novella + discuss next lesson where novella orientation will begin learning.
introducing orientation for
next lesson.
Teaching and Learning Sequence Resources: Assessment

Unit 2: Coraline adapted film comprehension Main resource: Coraline (2009
film)
Lesson 1: Introduction to film (BEFORE VIEWING) - Teacher Notes
- Explain adaptation - novel transferred to another medium i.e.

film.
- Adaptations - discussion about adaptations e.g harry potter,
matilda, charlie and the chocolate factory, etc.
Lesson 2:Facial expression (DURING VIEWING) - Screen for viewing - Discussion

- Screenshots from film - Student work samples +
- Using screenshots from the film discuss facial expression and - Teacher notes media
their connection to thought and feelings (STEAL) . - iPad
- Have the students take photos of each other expressing
different facial expressions identifying the expression and
what it may translate to.
Lesson 3: Characterisation through facial expressions - Teacher notes - Discussion

- Screenshots - Student work samples
- Refer to prior learning of characterisation in novella (STEAL) - Work books + writing
- Compare using STEAL in film characterisation, i.e. thoughts materials
and feeling is expressed through facial expressions
- Use screenshots of the film to view facial expression for
characterisation
- Model characterisation with reference to facial expressions
- Guided characterisation with students using screenshots in
their work book recognising thoughts and feelings of
characters
Lesson 4: Body Language - Teacher notes - Discussion

- Ipad - Students work samples +
- Discuss how we move our bodies is a form of expression - Work books + writing media
- gestures materials
- posture
- the way we walk
● Use these as examples for body language
● Have students explore different forms of body language
expression in groups or partners
● Students to record these movements then analyse as a group
→ share with class
Lesson 5: Characterisation through body language - Teacher notes - Discussion

- Large screen for viewing - Student work samples
- Explore forms of body language in the film though clips - Clips from film
- Discuss how body language + facial expressions work to - Work books + writing
express the characters thoughts and feelings for the audience materials
- In pairs have students view clips (no audio), using STEAL
how does the body language tell the audience about the
characters personality (guided)
Lesson 6: Intonation and voice quality
- Explain intonation (tone) and voice quality equating to as a

form of expression
- Explain pitch, loudness and rise and fall of voice
- Intricate the meaning with spoken examples
I.e when questioning voice rises in pitch at the end of speech
(modelled)
- Guided task, listen to audio clips explain intonation in the
clips + how to identify statement, question and emotion
Lesson 7: Characterisation through intonation and voice quality - Teacher notes - Worksheet
- Speaker - Student work samples
- Using audio clips from film listen with students and discuss - Worksheet for guided
the characterisation (STEAL) for a modelled example activity (to be
- Guided provide students with a template worksheet where constructed)
they fill in for the audio clips emotion in the voice being
careful to recognise pitch, loudness and rise/fall
- Independently in their work books students use STEAL to
analyse an audio clip (play few times before analysis)
Lesson 8: Comparing Novella and Film (AFTER VIEWING) - Large screen for viewing - Discussion
- Teacher notes
- Using parallel scenes from novella and film, view and discuss - Speaker
the adaptations - similarity and differences between the two - Novella
- Discuss the difference in how characterisation is portrayed
Lesson plan 2
Name of the School: Name of Teacher/s: Date:

ACU North Sydney 24/10/2020
Khanyisile Galloway, Claire Nelson
Class: Duration:
Stage 3 40 Minutes
Key Learning Area: Lesson Topic:
English Comparing Novella and Film (After viewing)
Recent Prior Experience: Students worked on Intonations and voice quality characterisation in film adaptation using STEAL in modelled,
guided and independent activities.
Syllabus Outcome(s): Indicators of Learning for this Assessment (success criteria):

lesson (learning intention): (WILF – What I’m looking for...)
(WALT – we are learning to...)
EN3-7C 1. Interpret events, situations
1. Students can think interpretively and critically about
Thinks imaginatively, information between texts when responding to and
and characters in text
creatively, interpretively and composing
critically about information 2. Analyse and evaluate
and ideas and identifies similarities and differences
connections between texts in texts on similar topics,
when responding to and themes or plots
composing texts
Any safety issues to be Resources:

considered:
Movement from whole class ● Interactive whiteboard (for student viewing)
instruction. Due to limited ● Coraline Novella + Film
space, ensure students return ● Teacher notes
to desks one group at a time.
Be cautious of surroundings
and peers.
Lesson Content / Indicators Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
of Learning (What is (mins) (Howit is taught)
Taught): Write detailed steps showing what the teacher (T) will do
Note key skills, concepts and and what students (Ss) will do.
values addressed in each
section. Link to your
Indicators of Learning.
INTRODUCTION
Recap of learning and 10mins T and Ss will discuss adaptations between text and film Ss sit on the mat. T will
adaptations between texts and specifically the studies text. initiate discussion with
media T will ask Ss which version of the text they enjoyed the students.
Coraline which version of the most and why, volunteers can answer and T will choose
narrative you liked and why? some to share.
DEVELOPMENT
T will read to and show class 25mins T will play clips and read novella comparison scenes. Ss will sit on the carpet then
parallels scenes from the T will initiate discussion forming students in move to their desks.
novella and film. Ss will be think-pair-share groupings T roams and selects students
asked to discuss the difference Ss will discuss question asked by teacher regarding the to share their discussion at the
and similarity between the two two versions. end of the lesson.
versions. T will gather each pair to share with the class their
Ss will discuss with peers how discussion regarding the topic questions.
characterisation between the
two versions is portrayed and
the differences they
discovered
CLOSURE
T recap of the unit. Finishing 5 mins T recap of unit and congratulate Ss for finishing, wrap of Ss move to the carpet.
up with quick wrap up of the unit and learning.
comprehension across two
narrative versions.
References:
Focused Texts:

Edla342 369 Assessment 2

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Edla342 369 Assessment 2

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Claire Nelson (S00238330) Khanyisile Galloway (S00246435) 24/10/2020

Part 1: Preparation for Programming

1.1. Selecting teaching resources

EXCERPT 1 NOVELLA (Page 43-45):

“You weren’t in the mirror,” said Coraline.

“Yum,” she said, and took another.

“You’re sick,” said Coraline. “Sick and evil and weird.”

“You aren’t my mother,” said Coraline.

“No,” said Coraline.

1.2. Text analysis for teaching content ​(approx. 250-300 words​)

Novella: ​Language Resources. (-ive = Negative, +ive = Positive)

‘“I don’t want to play with you”’ (-ive, affect, verb)

‘“I have no plans to love you”’ (-ive, judgement, noun)

‘“No matter what. You can’t make me love you”’(intensifier)

THOUGHTS: CORALINE & OTHER MOTHER INTERACTION

Other Mother:​ “Apologize at once”- Statement Coraline:​ “No!” - Statement

EFFECTS: CAMERA ANGLES

CLIP CAMERA ANGLE EFFECT

Hip Level Shows the fight for superiority and

Eye Level Shows the expression of the other other as

High Angle Creates the visual that Coraline is inferior as

Low Angle Emphasizes the Other Mothers power over

CLIP FACIAL EXPRESSION EFFECT

Anger Anger is shown through the Other Mothers

Happy Happiness is shown through the Other

Surprised/Anger Surprise/Anger is shown through her facial

Disgust Disgust is shown through Coraline’s facial

Shock Shock is reflected in Coraline's facial

Confusion Confusion is reflected in Coraline’s facial

Scared Coraline shows the facial expression of

Other Mother eating beetles

Symbolises unusualness of Other Mothers actions compared to

Other Mother offers Coraline chocolates

In an effort to create connection between two different worlds the

Other Mother pinches Coraline's nose, dragging her out of the

In retaliation to Coraline's insult the Other Mother pinches her nose

Coraline bashing on the wall

Coraline bashes on the wall in an attempt to break out of the dark

INTONATION: LOW: RISING

Used by Coraline when she is in pain as the

BACKGROUND MUSIC: INSTRUMENT TEMPO

High sharp violins: Used to create uncertainty

Concept Focus: Characterisation Duration: Term (8 weeks)

Unit Overview Resources:

Outcomes (knowledge, skills and understanding Learning progressions

EN3-1A EN3-1A​:​Listening (LiS7–LiS8), ​Interacting

EN3-3A EN3-2A​:​Understanding texts (UnT8–UnT9), ​Creating

EN3-5B EN3-5B​:​Listening (LiS7–LiS8), ​Interacting (InT7),

widening range of audiences and context and ​Creating texts​ (CrT9–CrT10)

EN3-6B EN3-6B​:​Speaking (SpK6–SpK8), ​Understanding texts

Teaching and Learning Sequence Resources Assessment

Before Reading Lesson 1: Before text orientation - Prepared book

- Parents are too busy to working while at home

Orientation Lesson 2: Book Orientation - Prepared book

- Predict the text and narrative from cover illustrations

Introduce topic of dark fantasy genre

- Author background of Neil Gaiman

- Introduction to characters and their connections

Pre-content Lesson 3: Direct Characterisation - Prepared - Discussion on direct

- How can we recognise this in writing?

Use examples of writing from the text.

Pre-content Lesson 4: Indirect Characterisation - Prepared - Discussion on indirect

- T​houghts and feelings - what is the character

1.2. Text analysis for teaching content (approx. 250-300 words)

Novella: Language Resources. (-ive = Negative, +ive = Positive)

Other Mother: “Apologize at once”- Statement Coraline: “No!” - Statement

EN3-1A EN3-1A:Listening (LiS7–LiS8), Interacting

EN3-3A EN3-2A:Understanding texts (UnT8–UnT9), Creating

EN3-5B EN3-5B:Listening (LiS7–LiS8), Interacting (InT7),

widening range of audiences and context and Creating texts (CrT9–CrT10)

EN3-6B EN3-6B:Speaking (SpK6–SpK8), Understanding texts

- Thoughts and feelings - what is the character

- Effect - how do they influence other

- Action - what is the character doing

- Looks - how is the characters appearance

Recent Prior Experience: N/A first lesson of term.

Syllabus Outcome(s): Indicators of Learning for this Assessment (success criteria):

Any safety issues to be Resources: