This unit of study is designed for year 9 students which will run approximately for 5-6 lessons, it is based

on the novel The Pipers Son by Melina

Marchetta. In this unit, students have to identify Authors Devices in the novel such as sentence structure (fragments, embedded clauses, multiple short
sentences), flashbacks, intertextuality and changing narratives. Throughout this unit, I would like the students to discover the creative nature the English
language can provide and how to expand their writing skills when writing narratives. Exploring Authors Devices will make narratives sound more interesting
and lively and the students could produce great quality of work. Once the students have studied Authors Devices they will be given an assessment task which
is to write a one to two page narrative on a topic they like and where they must include all the authors devices they have studied in this unit.





TOPIC YEAR LEVEL DURATION
The Pipers Son by Melina Marchetta 9 5-6 Lessons
VELS
STRAND SUB STRAND STANDARDS/ELABORATIONS
Reading &
Viewing

Language

Understand that authors innovate with text structures and language for specific purposes and effects
(ACELA1553)
Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)

Literature

Explore and reflect on personal understanding of the world and significant human experience gained from
interpreting various representations of life matters in texts (ACELT1635)

Literacy

Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are
constructed to serve specific purposes in texts (ACELY1742)
Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension
(ACELY1743)

Writing


Language

Understand how punctuation is used along with layout and font variations in constructing texts for different
audiences and purposes (ACELA1556)

Literature

Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using
parody, allusion and appropriation (ACELT1773)
Session Aim Starter Student Activities

Authors Devices
(Sentence Structure)
To identify and explain the
effect that sentence
structure has on the Pipers
Son.
To use sentence structure
to effect the reader.
Students will be given a small script
that they will be reading and
performing with a partner.

The emphasis should be on delivery
of the sentences. This will help
students identify the difference
between characters in the script
which are LeShaun and Tina.

Have 2 groups perform in front of
the class. Discuss the different
sentence structures that are in the
script.

Hopefully, students will pick up
fragment sentences, multiple short
sentences and sentences with
embedded clauses.
Whole
In this section, the use of the interactive white board will need to be done. Slides contain
examples of the three sentence types from the Pipers Son. The teacher needs to
annotate on the white board and explain the context of each example. Try to explain WHY
the author USED them.

Part
Students will complete three activities.

1. Find an example from the text of each sentence type (fragment, embedded
clause, multiple short sentence).
2. Write a short script that includes all three sentence types.
3. Annotate the script explaining why each has been used.


Whole
Have a pair of students share their responses by performing their scripts in front of the
class.
Authors Devices
(Intertextual
Reference)
To understand how the author
uses another text within the
novel to heighten our
understanding of a character or
significance of an event.

Students will need to:
Choose 1 text (song, book,
poem) that best sums them up
as a person
Explain how it relates to them.

For example:
They may choose a song that relates
heavily to friendship and the
themes of loyalty. Then the student
explains why this song speaks to
them.

Whole
Explain the different types of texts that could be used for intertextuality.

Provide an example

The big question for students to think about is:
What does intertextual reference (intertextuality) teach us about the themes/characters in
the novel?

Part
Students read page 100 - 101 He was crazy madtoelbow.
Find the reference to the Paul Kelly song How to Make Gravy.
Discussion
Why do you think Marchetta chose to reference Paul Kellys song in the novel?

After discussing why students think Paul Kellys song was introduced students then read
the lyrics to How to make Gravy. Students should annotate as they listen.

The students then need to write a paragraph that:
Explains what the meaning of the song is
Uses a quote or evidence to help back up what you think the meaning is


Authors Devices
(Flashback)
To analyse the use of flashbacks
in The Pipers Son
After a brief introduction explaining
what we mean by flashbacks,
students will watch a short clip from
the Hunger Games.

As they watch, students consider
the following two questions:
1. What additional
information do we learn
from the flashback?
Whole

Why use flashbacks? Whats the point?
1. They break up a linear narrative; they make the basic story more interesting and
engaging.
2. They provide fresh insight into current events of the text.
3. They can add more information about characters.
4. Flashbacks can allow us to learn about different characters perspectives.

Discussion of flashbacks in the Pipers Son. What would the novel be like without them?
2. How might it change our
perspective on certain
characters or events?

They can answer these in their
workbooks or they can merely be
used as a prompt for class
discussion.



Part
Students are given three different flashbacks to read from the text, with accompanying
questions.

The aim is for students to recognise that:
1. Flashbacks are often used to add more information about characters and key
events.
2. Flashbacks cant just go anywhere- they need to be strategically placed
depending on the intended impact on the reader.


Creative Task:
Students are to use their laptops and find a movie which contains a flashback.
Students need to pick one scenario from chapter 1-10 to prompt the writing of their own
flashback.


Whole
If time permits, students can share their written work.
16 Authors Devices
(Change of Narrator)
Learning Intention:
Understanding how the mixing
of narratives enhances The
Pipers Son.
Starter: Watch the end clip of the
movie Love Actually.
1. Describe and explain what
the different narratives are
and how they connect.
2. What information do we
discover from the mix of
the narratives?
3. How might it change our
outlook on certain
characters or events in the
clip?

Whole
Students take notes of what Mixing the Narrative is and why its used.
What is Mixing Narratives?
0 A multiple narrative describes a type of story that follows several characters
rather than focusing on one main character. In some cases, writers choose this
structure to show the individual perspectives of characters in a larger grouped
story" and how they relate to each other. It can also be used, so that multiple
characters' perspectives are established within a larger theme.
Why do Authors use them?
0 Someone different tells the story
0 Provides a different point of view
0 Further informs the story
0 Provides another viewpoint for readers/audiences to relate to
0 Heightened understanding of the overall impact of a situation
0 It can provide a nice breather from the main story arc, a fun change of pace due
to the new character(s) involved and perhaps a shift in tone and setting.

Part:
Students look at Chapters 17 and 18 examples of the Pipers son and find the connection
of how the two story lines are connected with the whole theme of the narrative. Students
are to write their responses down in their English books.

TASK 1:
FIND YOUR OWN MIX OF NARRATIVE IN THE PIPERS SON
(Students can look at chapters 12, 13, and 14 if they are stuck)

0 Find a passage in the Pipers Son where Melina Marchetta swaps narrators.
0 Describe and explain what the different narratives are and how they connect.
0 What information do we discover from the mix of the narratives?
0 What effect does this have?


TASK 2:
Scenario: There is a tsunami in your town. Write an opening paragraph to a short story.
Write from the perspective of two different characters with intersecting lives.
0 Discuss as a class/ Share
0 What difference does this make?
0 How does it improve/hinder the development of the story?

Whole:
Students come back and share their findings and explain the mix of narrative and the
effect it has.
Practice Learning Intention:
Putting authors devices into
practice
Whole
As a class, students will refresh their mind about the devices learnt in previous lessons on
intertextuality, sentence structure and flashbacks.









Assessment Rubric for narrative:

Below (0-1) At (2-3) Above (4-5)
Flashback Flashback is included,
but it seems like it is
included more so than
thought through.
Has included a plausible
flashback that fits into the
narrative and adds to the
meaning of the story.
Flashback was used in an ideal
moment to give the reader better
context when reading the narrative.
Part:
Students are required to choose a theme from the following from The Pipers Son and
choose two characters that relate to the theme and write a half page story using
intertextuality, sentence structure and flashbacks.
Dysfunctional families
Maturity
Relationships

Whole:
Students come back as a class and share which theme and characters they chose to write
about.
Authors Devices
(Assessment)
Introduction to the assessment Students will be required to write a narrative of their on choice based on the Authors
Devices studied. They will need to write 1-2 pages and include all of the devices looked at.
(Sentence structure, flashbacks, intertextuality, changing narratives).

Students will have one lesson in class to start their narrative and 5 days to complete it.
Mixing
Narrative
Mixing of the narrative
is hard to pick up. The
reason for the change of
narrative is unclear
without the analysis.
Has included a mixed
narrative within the story
which complements and adds
to the story.
The use of mixing the narrative within
the story, develops the experiences,
events, and/or
characters through different
perspective to best impact the reader.
Intertextuality Intertextual reference is
included, but adds little
to the understanding of
characters or themes in
the narrative.
Has included the use of
another text that fits into the
narrative and adds to
meaning of the story.
The intertextual reference achieves its
aim of teaching us more about the
characters/themes in the narrative.
Sentences
Structure
Has included a variety
of different sentence
structures.
Sentence structures have
intended effect within
narrative.
A variety of sentence structures are
used cohesively within narrative.
These sentence structures impact the
readers feelings toward
characters/themes.
English
Conventions
Mistakes are
consistently made
throughout this piece of
writing.
English conventions used
appropriately throughout the
narrative.
English conventions used appropriately
throughout narrative. Student has made
conscious decisions about how
language conventions are employed.

Comment (If required): Score: /25



My Criteria for the English Teaching Unit


Criterion 1

The unit addresses a wide variety of outcomes and skills relevant to the proposed year level under AusVELS standards.

Criterion 2

Learning activities and resources are appropriate to the anticipated outcomes as stated in the unit's aim/rationale.

Criterion 3

A clear expression of how the unit supports students for future expectations of English studies.