Department:

English
St Patrick’s
College Subject: Year Level:
10
Shorncliffe Pathways to Essential English

Unit: Topic:
Everyday Stories Short Stories

Learning Intentions (What are you intending students to learn? – QCAA senior syllabus topic overview - use Success Criteria (How will students demonstrate their learning? Use Unit Objectives from QCAA Senior Syllabus)
cognitive verbs)
Building on the students’ studies from across the year, they will engage with a collection of short stories that explore 1. Use patterns and conventions of genres to suit particular purposes and audiences
issues faced by teenagers – whether they be issues around growing up or social issues that affect the everyday lives of 2. Use appropriate roles and relationships with audiences
teenagers. 3. Construct and explain representations of human experiences
4. Make use of and explain the ways cultural assumptions, attitudes, values, and beliefs underpin texts and influence
Students will then select an issue and portray this in a short story for a young adult audience. meaning
5. Explain how language features and text structures shape meaning and invite particular responses
6. Select and use subject matter to support perspectives
7. Sequence subject matter and use mode-appropriate cohesive devices to construct cohesive texts
8. Make mode-appropriate language choices according to register informed by purpose, audience, and context
9. Use language features to achieve particular purposes across modes
Assessment (use QCAA Objectives to be Assessed (from QCAA senior syllabus) Conditions (from QCAA senior syllabus) Date
identifier e.g., FIA1/IA1)
FIA4 Extended Response Knowledge Application (Objectives 3, 4)  Seen – 3 weeks’ notice of task Monday 21st
- (Imaginative) Organisation and Development (Objectives 1, 2, 6, 7)  Teacher feedback on planning + 1 draft November (Week 8)
 600-800 words
Textual Features (Objectives 8, 9)

Instruct Cognitions – Cognitive Verbs categorised by cognitive process (cognitive verbs for the unit)
Knowledge Retrieval and Comprehension Analysis Knowledge Utilisation
Select Create
Sequence
Understand
Use

PLP Students Required Adjustments

Rory Bolton Imputed Anxiety
Key Strategies:
 Monitor with frequent check-ins
 Encourage asking for support in class
 Needs to be encouraged to see College Counsellor
Assessment:
 Extra time (5 minutes per 30 minutes)
 Separate supervision
 Extra scaffolding/Examples of deconstruction
 Speech to text for writing

Denver Cruse Reading Impairment/Language Disorder

 Key Strategies:
 Task adjustments to compensate for low literacy ability
 Allowance to reflect knowledge through non-print-based methods (filmed interviews, models etc)
 All tasks to be language friendly
Assessment:
 Extra time (5 minutes per 30 minutes)
 Separate supervision
 Reduce complexity of language/task clarification
 Task analysis to define and break down task
 Extra scaffolding/examples of deconstruction
 Group or co-constructed response
 Text to speech for reading
 C-Pen
 Speech to text for writing
 Scribe for writing (dictated answers)
 Use of laptop
 Timeline changes (extra time, rest breaks, spread over several days)
 Reduce assessment load (reduced length, fewer parts, point form responses)
 Alternate mode of presentation (spoken, graphic model, PowerPoint)
Sebastian De Amicis Anxiety/ADHD/Speech Impairment/Literacy Difficulties
Key Strategies:
 Assistive technology
 Writing interventions
 Reduced length of instruction
 Visual clues
Assessment:
 Extra time (5 minutes per 30 minutes)
 Separate supervision
 Reduce complexity of language/task clarification
 Task analysis to define and break down task
 Extra scaffolding/examples of deconstruction
 Text to speech for reading
 Speech to text for writing
 Scribe for writing (dictated answers)
 Timeline changes (extra time, rest breaks, spread over several days)
 Reduce assessment load (reduced length, fewer parts, point form responses)
 Alternate mode of presentation (spoken, graphic model, PowerPoint)
Jeremy Stewart No Formal Diagnosis - ASD
Key Strategies:
 Check that Jeremy understands the details of tasks
 Repeat instructions 1:1
 Checklists
 Visual cues to support instruction
Assessment:
 Extra time (5 minutes per 30 minutes)

(Sign post clear and deliberate pedagogical strategies – particularly important if working with a team. Teachers can further annotate their own copies with additional strategies. Note: listing textbook pages in not a strategy but could be a useful
Phase
Focus
(What is the context, intention and
measurable for the phase of
learning?)
1 LI: Students will be able to:
 Understand the focus of
the unit and how they will
be assessed
 Reflect on previous term
results and set targets for
Term 4
SC: Students can:
 Define key vocabulary from
the unit
 Consider their own
understanding of issues
faced by teenagers in
everyday life
Adjustment
s for additional teacher/aide support.
2 LI: Students will be able to:
 Understand how cultural
Instruct
(What content requires direct
instruction for this phase?)
Guided PowerPoint:
Teacher explains the purpose of the
unit, how students will be assessed,
teenage issues and short story
structure and elements.
Students define key vocabulary for
the unit.
Spelling Test:
Students will complete Week 1 pre-
test.
DC/SA Grouped together in class
Guided PowerPoint:
Learning Phases
resource)
Collaborate
(What activities will allow students to
interact? – not limited to group work
– think peer)
Anticipation Guide:
Students examine their own ideas
about issues that teenagers face in
everyday life. They will also justify
their responses with reasoning.
Think, Pair, Share Activity:
Deepen
(How will the learned content be
applied to deepen understanding?)
Brainstorm Activity:
Students will work collaboratively to
discuss teenage issues and create a
class list to refer back to throughout
the term.
Short Story Structure – Disney and
Pixar:
Students will watch a YouTube clip
which deconstructs basic plot
structure using excerpts of Disney and
Pixar films. Students will then create a
list of stories or films and describe the
five-step process.
Brainstorm Activity:
Feedback
(How will you determine where the
learners are and how to move them
forward? - strategies/activities)
Results Reflection:
Students will reflect on their previous
term results and set targets for Term
4.
Goal Setting:
Students will develop a goal using the
SMART framework after reflecting on
their previous term results.
Week One Recap:
Resources
(Textbook pages/videos etc)
Week One PowerPoint
Results Reflection Form 10-12
Anticipation Guide
Notes:
DC/SA Use assistive technologies
for notetaking and writing tasks.
Explicit instructions, checklists,
and visual cues to assist all
students within PowerPoint.
List of teenage issues developed
with students 6/10.
Results Reflection and Goal
Setting collected by teacher
7/10.
RB/JS Frequent check-ins during
class.
Week Two PowerPoint
Blurring the Boundaries by John
 assumptions, attitudes,
values, and beliefs underpin
texts to shape
representations of teenage
issues
SC: Students can:
 Identify narrative elements,
structure, point of view and
dialogue
 Select and sequence
relevant subject matter to
create a segment of a
narrative
Adjustment
s for additional teacher/aide support.
3+4 LI: Students will be able to:
 Understand how cultural
assumptions, attitudes,
values, and beliefs underpin
texts to shape
representations of teenage
issues
SC: Students can:
 Identify characterisation
and parts of speech
 Select and sequence
relevant subject matter to
create a narrative
Teacher explains narrative dialogue
and narrative structure guidelines.
Spelling Tests:
Students will complete Week 1
post-test and Week 2 pre-test.
DC/SA Grouped together in class
Guided PowerPoint:
Teacher explains characterisation,
parts of speech, metaphors, and
similes.
Spelling Tests:
Students will complete pre and post
spelling tests for Weeks 3 and 4.
Descriptive Writing:
Students consider their prior
understanding of narrative point of
view collaboratively.
Reading Activity – Blurring the
Boundaries:
Students examine Blurring the
Boundaries by John Larkin and
identify short story elements,
structure, point of view and dialogue.
Co-Construction:
Teacher and students construct the
exposition of the re-telling of Blurring
the Boundaries from the father’s point
of view.
Mind-Map Activity:
Students create a mind map on the
whiteboard that draws upon their
prior knowledge of characterisation.
Reading Activity – Identity Issues:
Students examine Identity Issues by
Alice Fermor and identify
characterisation, parts of speech and
narrative elements.
Students consider their prior
knowledge about narrative dialogue
in small groups and discuss as a class.
Writing Exposure One:
Students create a narrative that re-
tells a portion of Blurring the
Boundaries by John Larkin from the
father’s point of view.
Characterisation Table:
Students consider how the author has
used characterisation within the short
story Identity Issues and create five
random facts about the characters to
inform their writing exposure.
Writing Exposure Two:
After reading Identity Issues by Alice
Fermor, students will use a range of
language features and
characterisation to create a narrative
that explores the teenage issues of
Students recall short story elements
and visualise the story mountain to
identify narrative structure.
3, 2, 1 Activity:
Students reflect on their learning by
answering 3 things they learnt, 2
things they found interesting and 1
question they still have.
Written Feedback:
Students receive written feedback on
their first writing exposure.
Week Two Recap:
Students recall and describe narrative
point of view and dialogue.
Written and Verbal Feedback:
Students receive written and verbal
feedback on their second and third
writing exposures.
Larkin
Narrative Feedback Checklist
Story Map
Notes:
DC/SA Use assistive technologies
for notetaking and writing tasks.
Explicit instructions, checklists,
and visual cues to assist all
students within PowerPoint.
Class co-construction of
exposition for Writing Exposure
One 18/10.
DC Worked one on one with
student to complete Writing
Exposure One.
SA Worked one on one with
teacher-aide to complete Writing
Exposure One.
RB/JS Frequent check-ins during
class.
Weeks Three and Four
PowerPoint
Identity Issues by Alice Fermor
Passing Through Shadows by
Mike Kenny
Descriptive Writing Worksheet
Story Map
Narrative Feedback Checklist
  Understand purpose,
audience, and context
 Use a range of language
features to create a
narrative
Adjustment
s for additional teacher/aide support.
5+6 LI: Students will be able to:
 Understand how cultural
assumptions, attitudes,
values, and beliefs underpin
texts to shape
representations of teenage
issues
 Create a short story that
explores an issue relevant
to young people today
SC: Students can:
 Select and sequence
relevant subject matter
using cohesive devices to
construct a coherent story
Teacher explains the purpose of
using figurative language and
guides students through different
stages to develop characters and
settings.
DC/SA Grouped together in class
Guided PowerPoint:
Teacher explains important
information and unpacks the
assessment task.
Students text-code the assignment
task sheet.
Spelling Tests:
Students will complete pre and post
spelling tests for Weeks 5 and 6.
Planning Submission:
Students will be required to submit
their short story planning by Friday
Reading Activity – Passing Through
Shadows
Students examine Passing Through
Shadows by Mike Kenny and identify
characterisation, parts of speech and
narrative elements.
Peer Review:
Students engage in a peer review
process using the narrative feedback
checklist to identify narrative
elements and language features.
Planning Brainstorm Activity:
Students consider a range of teenage
issues to explore in small groups to
use in their own short stories.
Peer Review:
Students engage in a peer review
process using the narrative feedback
checklist to identify narrative
elements and language features.
appearance, body image or peer
pressure.
Writing Exposure Three:
After reading Passing Through
Shadows by Mike Kenny, students will
use a range of language features and
characterisation to create a narrative
that fills in a gap or silence in the
story.
Assessment Task Development:
Students will be provided class time to
create a short story suitable for young
adult readers that explores an issue
relevant to young people today.
Written and Verbal Feedback:
Students receive written and verbal
feedback as they develop their
assignments.
Notes:
DC/SA Use assistive technologies
for notetaking and writing tasks.
Explicit instructions, checklists,
and visual cues to assist all
students within PowerPoint.
Teacher read Identity Issues and
Passing through Shadows to
students during class.
Teacher stepped students
through descriptive writing
worksheet.
DC/SA/JS Worked with
teacher/teacher-aide to write
exposures two and three.
RB/JS Frequent check-ins during
class.
Weeks Five and Six PowerPoint
Everyday Stories Assessment
Task 2022
Short Story Planning Sheet
Story Map
Narrative Feedback Checklist

Adjustment
s for additional teacher/aide support.
7+8 LI: Students will be able to:
 Understand how cultural
assumptions, attitudes,
values, and beliefs underpin
texts to shape
representations of teenage
issues
 Create a short story that
explores an issue relevant
to young people today
SC: Students can:
 Select and sequence
relevant subject matter
using cohesive devices to
construct a coherent story
Adjustment
s for additional teacher/aide support.
4th November via REALM.
Draft Submission:
Students will be required to submit
their draft short story by Monday
7th November via REALM before
8:30am.
DC/SA Grouped together in class
Draft Feedback:
Students will be provided individual
and whole-class feedback on their
draft submissions before they
submit their final assignments.
Final Submission:
Students will be required to submit
their final short story by Monday
21st November via REALM before
8:30am.
DC/SA Grouped together in class
Peer Review:
Students engage in a peer review
process using the narrative feedback
checklist to identify narrative
elements and language features.
Assessment Task Development:
Students will be provided class time to
create a short story suitable for young
adult readers that explores an issue
relevant to young people today.
Written and Verbal Feedback:
Students receive written and verbal
feedback as they develop their
assignments.
Notes:
DC/SA Use assistive technologies
for notetaking and writing tasks.
Explicit instructions, checklists,
and visual cues to assist all
students within PowerPoint.
Teacher de-constructed
assessment task with all
students 1/11.
Teacher conducted one on one
consultations with all students
during drafting phase of
assessment 1/11-7/11.
DC/SA Worked in ELD to
complete draft with teacher-aide
assistance 8/11.
RB/JS Frequent check-ins during
class.
Week Seven PowerPoint
Everyday Stories Assessment
Task 2022
Short Story Scaffold
Narrative Feedback Checklist
Notes:
DC/SA Use assistive technologies
for notetaking and writing tasks.
Explicit instructions, checklists,
and visual cues to assist all
students within PowerPoint.

General verbal feedback

provided to all students 8/11.

Feedback released to all students

14/11.

RB/JS Frequent check-ins during

class.