JULIA WOODALL EDUC3643 STUDENT I.

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YEAR 10 ENGLISH LESSON PLAN

Title of Unit / Big Idea Victims of Circumstance Year 10 Developed By Julia Woodall
Curriculum Area English Time Frame 4 Weeks Text Jasper Jones by Craig Silvey
Identify Desired Results (Stage 1)
Content Descriptions
LANGUAGE:
Language for Interaction
 Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
LITERATURE:
Literature and Context
 Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
Examining Literature
 Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices shape different interpretations and responses to a text
(ACELT1642)
LITERACY:
Texts in Context
 Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language,
structural and/or visual choices (ACELY1749)

Achievement Standards

Receptive modes (listening, reading and viewing):

By the end of Year 10 students should develop and justify their own interpretations of texts. They listen for ways features within texts can be
manipulated to achieve particular effects.

Productive modes (speaking, writing and creating):

They contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding
arguments.

General Capabilities Cross-curriculum Priorities

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 Literacy Aboriginal and Torres Strait Islander histories and cultures

 Ethical Understanding Identify Organising Ideas:
see
 Critical and Creative Thinking http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-
 Personal and Social Capability histories-and-cultures

Understandings Essential Questions

Overarching Understanding Overarching Topical
1. Discrimination and racism is never justified should not be
2. How does Silvey present stereotypes
tolerated in society. in Jasper Jones? How also does he
2. Each individual has incredible and valuable qualities which break them down through
1. Where does racism and
should not be overlooked or outweighed by social characterisation?
discrimination stem from?
judgments or prejudice. 3. How does Charlie, as the story’s
Ignorance.
3. Cultural differences should not be blamed for problems in narrator, break down socially
constructed misconceptions about
society.
key characters?
4. Individuals, especially children, have little to no control of
their social or cultural circumstance. To be discriminated Related Misconceptions
for something that they have no control over is morally
unacceptable. They are ‘Victims of Circumstance’.  Discrimination and racism is a problem of the past and is not present in
today’s society

Knowledge Skills
Students will know… Students will be able to…

 That taking action to stand up against racial and social

discrimination is essential to eliminating societies prejudice  Recognise stereotypes in character construction, and also how these
against minority groups. stereotypes are deconstructed in the narrative.
 The purpose of Silvey’s novel is to breakdown social  Develop knowledge of literary devices such as imagery in order to build
misconceptions and prejudice in applying Charlie has the visual understanding of characters.
unprejudiced narrator, who endeavors to see the best in
people.
Assessment Evidence (Stage 2)
Performance Task Description
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Students are to create an illustration of a key character in Jasper Jones. They may choose between, Jasper Jones, Jeffery Lu, Charlie Bucktin
Assessment Task #1:
or Mad Jack Lionel. They must find at least 5 quotes within the text to justify their visual representation of this character. They may
Character Illustration
choose to stick to the stereotypical version of this character or focus on the breakdown of their stereotype. Their illustration may contain
(text response) elements of both. DUE: END OF WEEK 4.
Other Evidence
Class discussion, knowledge of the text, Character Web, and Quote Bank.

WEEK 2, Lesson 3: Learning Plan (Stage 3)

• Students have researched and have knowledge of the historical context of the novel.
• Students have analysed and discussed character construction, along with
LEADING UP TO THIS LESSON… stereotyping.
• Students have analysed key scenes relating to themes such as racism and
discrimination.
Content Descriptors:
(ACELA1564) → Lesson Opening:
WEEK 2 (ACELT1639) → ACTIVITY: 10 mins
LESSON 3 (ACELT1642)
(ACELY1749)  Heads, Hips or Tails: A game, as a way to see who has completed the required reading
(45 mins)
prior to the class. Quotes from Chapter 7 are displayed on the prepared
Greens 3D Model:
Operational: PowerPoint/Prezi and students are to pick out of possible options A, B or C, indicating
- developing understanding of literary by putting their hands on their heads, hips or tails. The winner gets a chocolate frog.
elements and literary devices eg.
Stereotypes and imagery → CHARACTER ANALYSIS: 20 mins:
-developing understanding of how  Read: Mad Jack Lionel descriptions (pg. 4, pg. 108)
Silvey has constructed characters
within his text  CLASS DISCUSSION: Other quotes in the text that describe Mad Jack Lionel?
 Instruct that these important quotes should be written into their Quote Bank under,
Critical:
-developing understanding of how Characters.
different perspectives are used within → WHITEBOARD MINDMAP
the text to break down socially
constructed misconceptions  With ‘Jack Lionel’ written in the middle, get the students to brainstorm words they
would use to describe this character.
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Essential Questions relating to Week  Students should copy this mindmap into their own notes.
2, Lesson 3:
 How does Charlie breakdown those misconceptions when they go to visit his house?
1. How does Silvey present
stereotypes in Jasper Jones? (pg. 301)
How does he break them
 What other words can we now add to the mindmap? Use a different coloured
down through
characterisation? whiteboard marker.
→ ACTIVITY: 15 mins
2. Where does racism and
discrimination stem from?  Students are to complete a lead-in activity to ASSESSMENT TASK #1 (refer to
Ignorance.
Performance Task Description).
3. How does Charlie, as the  On table groups, students are to construct a sketch on butcher’s paper of what they
story’s narrator, break down
think Mad Jack Lionel looks like, using the information brainstormed during the lesson.
socially constructed
misconceptions about key  Once complete, share with class.
characters?

REFERENCES:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). English. Education Services Australia Limited.
<http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level10>