In this unit, all of the

following are being

addressed:
Higher Order Thinking Skills;
thinking critically about
themes
Questions
Group and Individual Work
Formative and Summative
Assessment
ICT comparison of
multimodal texts
Application to AusVels
Opportunity for both creative
and analytical writing
Unit Plan
Lesson Sequencing
Note that students will have been given the novel a few weeks previous to the commencement of the unit and asked to begin
reading it.
Lesson 1: This is the first lesson of the unit.
Lesson 2: Occurs after lessons involving discussions of the plot. By this lesson students will be expected to have read the
text or at least have a good understanding of the plot.
Lesson 3: This lesson occurs after the completion of the task introduced in Lesson 2.
Lesson 4 and Lesson 5: These two lessons occur towards the end of the unit. By this time students will hopefully have an
understanding of the themes within the novel and be able to compare and contrast it to other smaller texts.

SECONDARY LESSON PLAN 1

YEAR LEVEL & SUBJECT: Year 9 English

DATE:

NO. OF STUDENTS: 25

LESSON DURATION: 60 mins

TOPIC/FOCUS: A Rose for the ANZAC Boys

AusVELS STATEMENTS:
Understand that authors innovate with text structures and language for specific purposes and effects(ACELA1553)
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in
texts (ACELT1635)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):

The students will be able to:
Reflect on their own understanding of the role the elderly play in society by contributing to class discussion (ACELT1635)
Relate Lachlans experience to their own experiences and discuss in small groups through a brainstorm. (ACELT1635)
Understand the purpose of the prologue, particularly how it contributes to A Rose for the ANZAC Boys. (ACELA1553)
SUMMARY OF RESOURCES REQUIRED: Whiteboard, whiteboard markers, class set of A Rose for the ANZAC Boys
LESSON PROCEDURE
TIMING

RESOURCES

15 mins

Students to bring
own novels.

STEPS OF THE LESSON

(key activities and key questions)
Opening
Students will silently read for 15 mins.
Introduce the new topic: A Rose for the ANZAC Boys.

GOALS & METHODS OF EVALUATION

(including specific informal and/or formal assessment
links to AusVELS)

10 mins

Whiteboard
markers

15 mins
Class set: A
Rose for the
ANZAC Boys

15 mins

5 mins

Butcher Paper

Lesson Development:
Discussion:
When you see an elderly person what do you
think?
What role do you think elderly people play in
society?
Do you think our society value the experiences
and the wisdom of the elderly?
Group Reading:
The class will be split into groups of about 4. In their
groups students will read the prologue Lachlan (pg 18).
As they read they are to consider:
Lachlans view of his Pa
Lachlans understanding of ANZAC Day
Can you relate to Lachlan?
Brainstorm:
In their groups students are to write their ideas for the
above dot points, including any quotations that support
their ideas.
Brainstorm cont.:
Teacher will then ask students to brainstorm ideas for
the following points
What is the purpose of the Prologue?
Why do you think Jackie French has used a
prologue for this story?
Closure
Teacher to summarise discussion, particularly focusing
on the purpose of the prologue.
Teacher to remind students to keep reading the novel.

Through discussion the teacher will see how well

students relate themes of the text to their own lives.
(ACELT1635)

Informal assessment: from the discussion the teacher

will be able to evaluate students current
understanding of text structure, particularly the
purpose of the prologue. (ACELA1553)

SECONDARY LESSON PLAN 2

YEAR LEVEL & SUBJECT: Year 9 English

DATE:

NO. OF STUDENTS: 25

LESSON DURATION: 60 mins

TOPIC/FOCUS: A Rose for the ANZAC Boys

AusVELS STATEMENTS:
Understand that authors innovate with text structures and language for specific purposes and effects(ACELA1553)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):

The students will be able to:
Explain how Jackie French uses narrative structure to develop and change Midges perception of home (ACELA1553)
SUMMARY OF RESOURCES REQUIRED:
LESSON PROCEDURE
TIMING

RESOURCES

15 mins

Students to bring their

own novels

10 mins

Whiteboard/Whiteboar
d marker

Butcher Paper
20 mins

STEPS OF THE LESSON

(key activities and key questions)
Opening
Students read silently for 15 minutes.

Lesson Development:
Class Discussion:
What are the three stages of
narrative structure?
What happens in each of these
stages?
Group Task:
Discuss how Midges perception of home
changes over the course of the novel.
E.g. How does she speak about

GOALS & METHODS OF EVALUATION

(including specific informal and/or formal assessment
links to AusVELS)

home in the beginning (set-up

stage)?
Each group is to record their ideas in a
table.
14 mins

1 min

Individual Task:
Including examples and quotes from the
novel students are to write a page outlining
how Midges view of home changes across
the novel.
Closure
Let students know that they can complete
the individual task next lesson.

This piece of writing will be used to assess students

ability to communicate how the perception of home
changes in each of the stages of narrative plot structure.
(ACELA1553)

SECONDARY LESSON PLAN 3

YEAR LEVEL & SUBJECT: Year 9 English

DATE:

NO. OF STUDENTS: 25

LESSON DURATION: 60 mins

TOPIC/FOCUS: A Rose for the ANZAC Boys

AusVELS STATEMENTS:
Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech (ACELA1562)
Review and edit students own and others texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):

The students will be able to:
Communicate with a partner how the different language/incorrect grammar used in A Rose for the ANZAC Boys assists characterisation (ACELA1562)
Correctly rewrite a letter from Frenchs novel using correct grammar and comment on how this affects the meaning and characterisation within the
novel. (ACELY1747)
Write their own letter from the perspective of a character, ensuring that the language and content reflects the cultural context of the chosen character.
(ACELT1633)

SUMMARY OF RESOURCES REQUIRED: 25 copies of the required extracts

LESSON PROCEDURE

15 mins

Students bring their

own novel

STEPS OF THE LESSON

(key activities and key questions)
Opening
Students complete silent reading for 15 mins

15 mins

Copy of the letters

on pg. 231-232 and
239-240 of A Rose
for the ANZAC Boys
printed on the same
page.

Lesson Development:
Think-pair-share: students will compare the
two letters. Things to think about/discuss
include:
What is the situation of each of the
characters writing the letters?

TIMING

RESOURCES

GOALS & METHODS OF EVALUATION

(including specific informal and/or formal assessment links to AusVELS)

20 mins

What do you notice about the language

of each of the letters?
What does the language used in the
letters show about the characters?

Functional Grammar Activity: students are to

rewrite the letter on page 231-232 using
correct grammar and spelling.
They are then to write a paragraph outlining
how meaning and characterisation has
changed from the original letter to the last.
Creative writing activity: Teacher to introduce
activity - Students to write a letter from the
perspective of a character in the novel, using
language appropriate to that character.

Through this task students will be assessed on their ability to recognise

and correct grammatical errors as well as their understanding of how
grammar can be used to add meaning/affects to a text.
(ACELA1562), (ACELY1747)
This task will assess students ability to interpret and present a
character based on the characters cultural context. (ACELT1633)

9 mins
1 min

Closure
The teacher will let students know that they will
have all of next lesson (possibly more) to
complete the tasks introduced today. These
tasks will be assessed.

SECONDARY LESSON PLAN 4

YEAR LEVEL & SUBJECT: Year 9 English

DATE:

NO. OF STUDENTS: 25

LESSON DURATION: 60 mins

TOPIC/FOCUS: A Rose for the ANZAC Boys

AusVELS STATEMENTS:
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on
similar themes (ACELT1637)
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):

The students will be able to:
Compare and contrast the poem In Flanders Fields to A Rose for the ANZAC Boys, communicating their ideas in groups and to the class (ACELT1633)
Understand that the poppy and the rose are images within the two texts and explain their symbolic meaning through writing (ACELT1637)
SUMMARY OF RESOURCES REQUIRED:
LESSON PROCEDURE
TIMING

RESOURCES

STEPS OF THE LESSON

(key activities and key questions)

15
mins

Students to bring their own

novels

Opening
15 mins of silent reading

15
mins

Reading of In Flanders
Fields
https://www.youtube.com/watch
?v=K6BlOkpdkg8 (start clip at
22 seconds)

Lesson Development:
Investigate the poem In Flanders Fields. The class
will watch a reading of the poem.
In pairs they will investigate:
When it was written
The context (including year) it was set in
Who it was written by
What caused him to write it

25 copies of In Flanders
Fields

GOALS & METHODS OF EVALUATION

(including specific informal and/or formal assessment
links to AusVELS)

Class set of Ipads

20
mins

Comparison between In Flanders Fields and A Rose

for the ANZAC Boys:
Students will discuss the following points in groups
and then report to the class.
Who are the central characters of the two

Through the discussion the teacher will be able to note

how well students recognise how the historical and
social contexts of the two texts affect the representation
of characters. (ACELT1637)

Whiteboard/whiteboard
markers

10
mins

texts?
How does the time in which each text was
written affect the content of the text?
What symbols/metaphors are present in the
texts?

Introduce essay topic: The Rose and the Poppy are

symbols that represent the same idea. Discuss.
The class will brainstorm ways in which to tackle this
question. Consider:
Do you agree/disagree?
What does each flower symbolise?
How does context affect our interpretation of
the symbolism?
Closure
Teacher will suggest students keep thinking about
their essay. The next couple of lessons will be devoted
to writing it.

The essay will provide a formal piece of assessment in

which the teacher can evaluate students understanding
of symbolism, metaphor and the effects of different
contexts on the production of texts. (ACELT1637),
(ACELT1637)

SECONDARY LESSON PLAN 5

YEAR LEVEL & SUBJECT: Year 9 English

DATE:

NO. OF STUDENTS: 25

LESSON DURATION: 60 mins

TOPIC/FOCUS: A Rose for the ANZAC Boys

AusVELS STATEMENTS:
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):

The students will be able to:
Analyse the Call of Duty trailer and discuss how visual and audio aspects of the text contribute to its meaning and purpose. (ACELY1745)
Compare and contrast how war is represented in Call of Duty and A Rose for the ANZAC Boys through the completion of a Venn Diagram (ACELT1633)
SUMMARY OF RESOURCES REQUIRED: Whiteboard/whiteboard markers, Call of Duty trailer, 25 copies of extracts from novel
LESSON PROCEDURE
TIMING

RESOURCES

10
mins

Whiteboard/Whiteboard
markers

20
mins

Call of Duty Trailer

(https://www.youtube.com/watc
h?v=sFu5qXMuaJU)

STEPS OF THE LESSON

(key activities and key questions)

GOALS & METHODS OF EVALUATION

(including specific informal and/or formal assessment
links to AusVELS)

Opening
Introductory discussion:
How do you think war is portrayed in society?
Lesson Development:
Analyse the video game Call of Duty:
Questions to consider:
How is war presented?
How are the people presented?
Which people in society are absent? Why?

Through the discussion the teacher will gain an idea of

how well students analyse the components of visual texts
(ACELY1745)

Teacher to collect Venn Diagram off students and assess

their comparative skills.
(ACELT1633)

15
mins
5 mins

Compare COD to Frenchs novel:

Students will complete a Venn Diagram outlining
similarities and differences in the representation of
war across the two texts in question.
Closure
Students to write a couple of sentences in response
to the following question: Based on the discussion
today, why do you think Jackie French wrote A Rose
for the ANZAC Boys?