Tiered unit (Differentiated by Readiness)

Name and student number: Cassie McKenna

2107254
Curriculum Area
Content

Unit Overview
English
Year level: 7
Identify and discuss main ideas, concepts and points of view in
spoken texts to evaluate qualities (ACELY1719) Recognise and analyse

Descriptor

the ways that characterisation, events and settings are combined in narratives, and
discuss the purpose and appeal of different approaches (ACELT1622)

Learner

3x Gifted Students

differences

Dyslexia

/disabilities in

1 x ADHD Students

class
Achievement

As a result of engaging with the unit, the students will be able to

standard ACARA

explain issues and ideas from a variety of sources. They will be able

or SACE

to analyse supporting evidence and implied meaning. They will be

objective

able to develop their own response to texts and recognise that texts

1x Student with

Essential

reflect different viewpoints.

Students will understand that perspective and point of view can
change the overall outlook of a story, the concepts it presents
and attitude it expresses.
Students will know how to identify underlying concepts of a
narrative piece. They will be able to identify symbolism,
characteristics, metaphors and other language features of text.
Students will be able to understand how to identify with a
particular perspective and understand what needs to be changed
to represent the story from another point of view.
What students should understand that perspective can change

Questions

outcomes, attitude, and concepts behind a story. They should be

open ended - the

able to understand that perspective can change an overall product

Big Idea
Pre-Assessment

of the new myth.

The Pre-assessment readiness task will help identify the level of the

Readiness Task

students thinking within the term of literacy. The students will be

Learning
objectives
know, understand
and do

separated into three groups depending on the level of in-depth

thinking in their responses. The assessment task with have the
students answer three questions. They questions will challenge their
thinking, understanding and pre-knowledge of the learning area. I
will be looking for key markers within their response which will
demonstrate their pre-understanding of literacy key areas such as
characterisation, metaphors, perspective and concepts in which will

Overview of unit

be used to separate the students into different readiness groups.

*unit will last for 6 weeks with multiple lessons per week

Week 1

Characteristics of Characters

(lesson 1-3)

Introduction to Greek Gods characteristics and history. Groups focus on a

god/goddess and create a flash card with their details. Students create
their own flashcard with their characteristics and history

Week 2

Similarities and Differences of Myths

(lesson 4-6)

Identify Similarities and Differences of three myths using graphic

organisers. Focus myths of topic of Heroes who are heroes? Ancient?
Modern? What qualities do heroes have? Who are our heroes?

Week 3

Underlying Concepts

(lesson 7-9)

What are the important or underlying concepts of the chosen myth? Why is
it important (love defeats all/ love makes you real) In groups create
interview questions to ask the characters? How would they answer? Why
would they answer like that? Videotape Interview

Week 4

Perspective Writing

(lesson 10-12)

Discuss the ideology of perspectives? Why are they important? Identify the
different perspectives of a text? How would their perspective change the
story? Does it change the perspective? In groups chose a myth a rewrite it
from one of their perspectives?

Week 5

Character Development Letter Writing

(lesson 13-15)

Discuss characters, symbols and conflicts within the myth? Review

elements of letter writing. Write a letter to one of the characters from
chosen text to write a letter to giving advice

Week 6

Students in the Myths

(lesson 16-18)

Students will each write a mythology based on their own characteristics,

and potential adventures. They will focus on setting, symbolism,
perspective and underlying concepts which is the based similarity of all
myths and legends are based upon. Draft myth and present and publish
completed work

Curriculum Area
Learning objective

Lesson Plan
English (Literature with a history KLA)Year Level: 7
Students will understand the uses and importance of

(from Unit Overview)

perspective and how it can have an effect on the overall piece

for this particular

of literature. They will know how to effectively change

lesson
Essential questions

perspective in an informative and interesting way.

How much does perspective change a piece of Literature? Why

for this lesson

does perspective change the attitude of the piece and its

Check for

underlying concepts?
Week 4 Lesson 2 (lesson 11) Length of lesson: 50 minutes
1 Whole class: Class will begin with a recap of perspective
and point of view. They will recover the introduction of
perspective: what it is? What it represents etc. The class will
be given instructions to the activity, which is changing the
perspective from a mythology text and rewriting the myth
with new concepts and understandings. They will have to
signify how it changes.
2 Activity, introduce the tiers: The class will be divided into
three groups, pre-given due to readiness. Each group will be
given a different Greek mythology text assigned to each
readiness group. They will be given the same instructions
however the basic length of the rewritten myth will change
due to group. Students in the group will together read
through the mythology and discuss the questions on the
mythology sheet. Students within the assigned groups will
then individually or in pairs rewrite their mythology to the
perspective of their choice.
3 Whole class debrief: The class will reconvene at the
conclusion of the lotted time of the activity. They will be
asked to share the mythology of each group and explain to
the class what the main perspective of the mythology was
and what options they had to change the perspective too.
Drafts of perspective changes will be handed up. This final piece

understanding

can represent knowledge and understanding. Students will also

Lesson number
Suggested content
or outline of lesson
Using the information
from your preassessment task
design a lesson based
on different levels of
readiness.

fill out an exit card answering: what is perspective, why is it

Visual, verbal,

important and what can it change?

The students with ADHD and Dyslexia will be able to type up the

tactile and

rewrite of the story on a laptop/computer.

technological
supports
Instructional

Interactive Instruction begins the lesson with a discussion and

approaches

recap of previous lessons. In groups they will think-pair-share in

a group giving students time to read the myth and answer the
questions as a group. Indirect Instruction will give students time
to begin rewriting their given myth with their chosen

Resources or
supplementary
materials
Classroom

perspective.
School Books/Writing Paper
Laptop
Writing instruments
3 Myth options
Questions for discussion
Pre-decided group list
Classroom desks are arranged in groups so students can work in

environment

collaboration with each other. This way they are able to discuss,

what have you had

compare and gain ideas from other students.

to change to meet
student needs
Lesson reflections

What worked? What didnt? Why/Why not? What could I change

next time? Could I have deleted anything from the unit? Would
adding extra time/lessons or activities improve the outcome of
the lesson? Did the students have enough time to reflect on
their own knowledge, skills and understanding? Did the students
achieve success? Was my questioning and prompting helpful to
promote student learning and inquiry?

Explanatory notes
How have you linked the theory of differentiation to your lesson unit and
plan?
Within my unit and lesson plan I have incorporated differentiation in order
to meet the individual students within my classroom. Each student learns
and receives knowledge differently and at a different level, therefore, I
have used a variety of differentiation techniques in order to meet the
students needs and they succeed within the classroom. The
differentiation unit will place students in ability groups for different
activities, these groups are subject to progress and achievement change
throughout the unit itself.
The content will be differentiation but also the processes and delivery on
instruction can also be dependent on students abilities. For example
using a range of delivery methods and activities it can target students of
different learning types, e.g. kinaesthetic, auditory, visual. The concluding
product and activity can also be differentiated. For activity wouldnt
necessarily be written but instead be presented orally, created product
(model) or video recording etc.
How are you catering for the varying levels of readiness?
I have three different activities for the groups to participate within the
lesson. Students will be grouped into three different readiness groups,
depending on the groups there is three different mythology texts to be
assigned. Each group will read, discuss and change the perspective so
they are able to rewrite the mythology from another perspective.
There are three myths each of a different degree of difficulty. For the
students who have learning difficulties or are struggling in the English
literacy subject they will use the myth Atalantas Race. For the students
who are achieving at the expected level they will utilise the myth Apollo
and Daphne. Finally, for those students who are achieving above standard,
for example the gifted students, they will be utilising the myth Echo and
Narcissus. These myths increase in difficulty in length, language,
metaphors and symbolism although each demonstrate each of these
characteristics.
In order to cater for the students with Dyslexia and ADHD they will be
grouped within the a) group, looking at Atalantas Race. These students I
will work closely with giving extra assistance and prompting to encourage
questioning and deeper thinking. These students will be give pointer of
what to include in the rewrite and will be given the opportunity to utilise
technology such as computers/laptops/ipads in order to assist with the
students typing/writing of their myth. Students such as the student with
dyslexia will also be given the opportunity to deliver their rewritten my in

an oral presentation rather than a written piece. Oral presentations can be

recorded for progress evidence and future recordings.
The students who are gifted will be grouped in the higher level with myth
c) which is about Echo and Narcissus. The gifted students and students
who are above standard will be given questions that require more thought
and discussion. They will be given compulsory points to include in their
myth which will increase its challenge for them. The gifted students will be
given more freedom and length when writing their own myth.
Readiness Task:
In the days of King Minos of Crete, the greatest architect, builder and
inventor was Daedalus, a man of Athens. Minos hired Daedalus to design
the Labyrinth, a maze of winding passages, to house the terrible Minotaur
half man, half bull a kind of monster-god who every year demanded
sacrifices of beautiful young men and women, many of them from Athens.
One year a hero appeared among the victims. This was Theseus, who was
determined to kill the monster before the human sacrifice. But once he
got into the Labyrinth, how could he find his way out again? His one hope
was the kings daughter, Ariadne, who had fallen in love with Theseus.
Ariadne appealed to Daedalus for help. He provided a ball of thread,
which was given to Theseus by Ariadnes nurse, along with instructions on
how to fix it in the wall and unwind it behind him on the way in. If he
managed to kill the monster, he was to follow the trail of thread out of the
maze. Theseus entered the Labyrinth, killed the monster, and escaped
with Ariadne to his ship and away from Crete.

Please refer to the text above to answer the questions: read

carefully before you answer!

1) Who was the hero of the story?

2) What was Daedalus job and what did he build within the story?
3) What was the importance of the Labyrinth?
4) What attitude and tone does this text have?

5) Write down an example of a descriptive adjective, symbolism and

metaphor used in the text.
6) Who gave the ball of thread to Theseus?

7) What is the Minotaur and why was he feared?

8) Summarise the myth in your own words

(a)

Atalantas Race

On the island of Cyprus, in a lovely garden tended by Venus, the goddess

of love, there grew an apple tree. It had yellow branches and yellow
leaves, but its apples were glittering gold. Now in the days when that tree
was in fruit, there lived a beautiful girl called Atalanta. Men had only to
see her to fall in love with her, but she had sworn to never marry. The
young men pestered her to change her mind and grew tiresome. So she
declared I will only marry the man who can race against me and win. But
anyone who tries and fails must agree to die. Despite the risk, many
young men wanted to race Atalanta to win her hand. But she could run
like the wind. The runners tried and the runners died, because they came
in second.
A young man called Hippomenes had heard of Atalantas races. He
thought any boy must be stupid to throw his life away on a silly dare. But
when one day Atlanta streaked by him, brown and fast as a darting bird,
he knew at one that he had to race her. When Atalanta saw Hippomenes,
she did not want him to challenge her. He was too young and handsome
to die. She half wanted him to win but no! She had sworn never to
marry.
A crowd gathered, impatient for another race, but Atalanta kept them
waiting as she fretted about the result. And Hippomenes said his prayers.
Oh Venus prayed Hippomenes. You plainly made me love this woman.
So help me to win her! Venus heard him. She also thought Hippomenes
to young and handsome to die. So she picked from her tree in her golden
garden three golden apples and gave them to him. Now he was ready for
the race.
Ready, Steady, Go! Cried the starter. Away went Hippomenes, as fast as
he had ever run. Away went Atalanta, quick as a blink. She soon took the
lead. So Hippomenes threw one golden apple beyond her, over her head.
It caught the light. Atalanta ran to where it lay and picked it up.
Hippomenes sped ahead.
But Atalanta caught him up again and passed him, blowing like a flag. He
ran faster than any of the other suitors, but it was not fast enough. So
Hippomenes threw another of the apples. Again Atalanta stopped to pick it
up and again Hippomenes took the lead. But Atalanta was so much faster

that she could stop, admire, pick up the shiny apples and still catch up to
him again.
Hippomenes ran faster than any man has ever run, but it was not fast
enough. So he threw the third apple. Would Atalanta be fooled by the trick
a third time? She saw she slowed down she glanced at the two apples
in her hands and she stopped for the third. The crowds cheered as
Hippomenes dashed past her, lungs bursting, and threw himself over the
winning line. He had won his bride! And for a champion runner who had
just lost a race for the first time Atalanta looked extremely happy.
Questions for Discussion:
What is the story about?
What is the concepts behind this story?
Who are there characters? Name their characteristics?
If we chose a character to write the myth from how would that story
go?

(b) Apollo and Daphne

There was one god who was younger than all the others. Cupid was no
more than a boy, but for all that, he was trusted to look after the most
important thing of all: falling in love. With his bow and arrows he could
shoot straight into the heart of any man or woman. And once his arrow
struck, there was no cure for the wound.
One day, when Apollo the sun god saw Cupid with his tiny bow and arrow,
he laughed rudely and said Whats a baby doing carrying the weapons of
a warrior? You should leave archery to grown-ups like me! Cupid was so
angry that he took a gold-tipped arrow from his quiver and shot it, point
blank into Apollos chest. The sun god felt no pain well only a pang. Ha!
Is that the best you can do? he jeered at Cupid. Apollo thought he knew
all about love. Women were always falling in love with him because he
was so handsome. But only when Cupids golden arrow pierced him did he
find out how it felt to be in love himself. His eye came to rest on Daphne
a water nymph, daughter of the River Peleus. And all at one she was
Daphne his passion, his dearest darling, his one desire.
Then Cupid fired a second arrow tipped this time with lead. It pierced
Daphnes chest and filled her heart not with love but with loathing.
From that moment, she hated all men. Daphne I love you! declared
Apollo but Daphne took to her heels and ran. Through the woods she
ran, across the meadows and the mountains. Come back, Daphne! Where
are you going? Why are you running away? I love you! I only want to kiss
you and hold you close and tell you how much I love you! Leave me
alone! cried Daphne. I dont want you love! I dont want your kisses!
Stop following me!
She was fast, but Apollo was faster. He began to catch up with her, so that
when he reached out he could feel her hair brush the tips of his fingers.
Dont be afraid! I wouldnt hurt you, would I, loving you the way that I
do? The harder she ran the more he wanted to catch her. Down ran

Daphne to the brink of the river. Oh Father River! Help me, please! He
has hold of me! Save me! Save me from Apollo When the river saw how
afraid she was, he took pity on her.
Got you! cried Apollo triumphantly, catching hold of both her arm. But
suddenly his hands were full of splinters. Ahead of him, Daphne stopped
so suddenly he bloodied his nose and scarped his shins against the bark.
For Daphnes brown feet had slipped into the soil taken root, and her arms
had turned to branches and her tears to falling leaves. The river had
turned her into a green bay tree, and there she stood, trembling but only
because of the breeze. I wanted you for my own! cried Apollo. If I cant
have you as a woman. Ill have you the way that you are. From today
onwards, I declare that the bay tree is sacred to me, the god Apollo. Let
every victorious hero returning from wars, every emperor and king be
crowned with a wreath of bay leaves, because Apollos first love was the
green bay tree.
Questions for Discussion:

What is the story about?

What is the concepts behind this story?
Can you find any symbolism or Metaphors in this story?
Who are there characters? Name their characteristics?
If we chose a character to write the myth from how would that story
go?

(c) Echo and Narcissus

All the goddesses liked to run throughout the silent woods on Mount
Olympus, playing and chasing the deer. There was Queen Hera, soundless
as the suns rays: there was Diana, quiet as moonlight; there were the
wood nymphs flitting like thistledown and then there was Echo.
Echo was always chattering, arguing or shrieking with laughter. The deer
scattered as soon as Echo opened her mouth. Echo! said Hera sternly
one day. Youve done it again! What? Didnt do anything said Echo
pertly.
Yes you did. You talked. Youre always talking
Im not
You are. Dont tell me youre not.
Not said Echo, who always had to have the last word. Not, not, not.
Hera was so angry that she pointed a magic finger at Echo. Once and for
all be silent! The nymph was struck dumb. She put her hands to her
throat, her fingers to her lips, and looked around in horror.
Let this be a lesson to you. You always wanted the last word. Now you
shall have nothing else!
Nothing else said Echo. She found the words in her mouth, and they
were the only ones that she could speak.
You may go now said the Queen of the Gods.
Go now said Echo, without meaning to.

Echo ran sobbing off the mountain and wandered about miserably in the
foothills. There, amid his flock of sheep, she saw a shepherd boy. He was
combing his curly hair into ringlets and brushing grass off his tunic. This
was Narcissus, and narcissus was as beautiful as any god. The
shepherdess could not lay eyes on him without falling in love.
Echo was no different from the shepherdess. She fell in love with
Narcissus at first sight, and what she would have given to be able to tell
him so! But her lips were sealed like a locked door. All she could do was
follow him about, her hands full of flowers and her eyes full of love.
What can I do for you? he asked, when he saw her gazing at him.
For you for you said Echo, and laid the flowers at his feat
Unfortunately, Narcissus was quiet used to women falling in love with him.
It happened all the time. He knew how handsome he was and that made
him very, very vain. Worse still, he did not like women, did not want their
sickly, syrupy love. Echo only annoyed him, trailing along behind him,
saying nothing, staring with her open mouth.
Everywhere I go, you follow he complained.
Follow follow, said Echo.
Stupid girl. I suppose you think you love me.
love me love me pleaded Echo.
You bore me. Leave me alone!
alone! Alone! wailed Echo. The word filled her with horror.
Day after week after month she dogged Narcissus footsteps. In her
unhappiness she grew pale and thin, and when all her beatify had faded
because of her love for him, he said Oh do go away! I hate the sight of
you. Do you really suppose I could ever care for a stick-insect like you?
Look at yourself!
Look at yourself look at yourself! sobbed Echo.
Gladly said the vain young man, and went to the pool in the centre of
the forest and examined his reflection.
Echos love grew to hate, and though she had no words, she wished a
wicked, wordless wish. She wished that Narcissus should one day love as
she loved him, and suffer for it as she was suffering. Then she wandered
away into the forest where, in her misery, she grew thinner and thinner,
paler and paler. At last her body faded away altogether. Only her voice
was left to blow about with the leaves.
All this while, Narcissus sat by the pool staring at his reflection. Somehow
he could not seem to tear himself away. The more he looked, the more he
liked what he saw. Narcissus fell in love with the face in the water, just as
Echo had fallen in love with him. He longed to kiss those lips, just as Echo
had longed to kiss his. At last, leaning down towards the shining pool, he
kissed the water and the face reflected there dissolved into ripples. Oh,
dont go! narcissus reached out and plunged his hand into the water, but
only managed to shatter the reflection altogether. So he sat very still and
gazed and gazed and gazed
Meanwhile, in her palace, Hera queen of the gods, regretted her tempted
and sent her handmaidens to look for Echo and forgive her. They searched
the high rocks and wooded places, but when they called her name

Echo! Echo! Their words simply floated back to them on the breeze:
Echo! Echo! Echo!
They did find one thing, though a pretty yellow and white flower growing
beside a pond. It leaned out over the water as if admiring its own
reflection in the pool. For Narcissus had taken root where he sat. He too
had pined away in hopeless love, until all that remained of his body were
tissue petals and a bending stalk.
Questions for Discussion:

What is the story about?

What is the concepts behind this story?
What are the morals behind the myth?
Can you find any symbolism or Metaphors in this story?
What language is used in the text to indicate mood? E.g. adjectives,
tone?
Who are there characters? Name their characteristics?
If we chose a character to write the myth from how would that story
go?