Contemporary Teacher Leadership 102098

Assignment 1: Professional Task

Individual Task Program Evaluation

Jacqueline Bryson, 17883304

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Table of Contents

Abstract……………………………………………………………………………………… 3

Introduction and Background Information……………………………………………….. 3

Recommendations………………………………………………………………………….... 5

References…………………………………………………………………………………… 10

Appendices…………………………………………………………………………………... 12

A: Original Program Documentation……………………………………………………… 12

Concept Map………………………………………………………………………………….. 12

Scope and Sequence…………………………………………………………………………... 12

Unit Outline…………………………………………………………………………………….12

Assessment Task………………………………………………………………………………. 17

B: Comparative Table of Unit Alteration…………………………………………………... 19

C: Reconstructed Program Documentation………………………………………………… 22

Concept Map………………………………………………………………………………….... 22

Scope and Sequence……………………………………………………………………………. 23

Unit Outline…………………………………………………………………………………….. 26

Assessment Task……………………………………………………………………………….. 37

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Abstract

This report has been compiled for the New South Wales K-10 English curriculum and faculty. The unit

outline being evaluated is for a Stage 4, year 8 English unit called “A Novel Study – Engaging with

Narratives” (New South Wales Education Standards Authority, 2012). The justification for these

recommendations is due to the lack of engagement, independent thinking, development of deep knowledge

and student motivation throughout the teaching of the unit. The recommendations are suggestions for

improving the unit and implementing strategies for further engagement and quality teaching which include

differentiation, all three types of assessment, inquiry based learning, literacy, numeracy and personal and

social capabilities. These recommendations are based on contemporary educational research, general

capabilities across the curriculum and the implementation of understanding by design (UBD) to program

and design units (Australian Curriculum and Reporting Authority [ACARA], 2013; McTighe & Wiggins,

2012; Rao & Meo, 2016).

Introduction and Background Information

The original Stage 4, English “A Novel Study – Engaging with Narratives” unit was created for a year 8

class at Blaxland High School in the Blue Mountains. The school is a co-ed public school and has an

average middle to higher socio-economic population of students (Australian Curriculum, Assessment and

Reporting Authority (ACARA), 2010). The unit outline was designed to teach year 8 students about the

themes, ideas and elements of narratives over a six week program in Term 4. In practice, the original unit

outline was not effective as it lacked effective designing, backward mapping and implementation of

pedagogical content to enhance students’ engagement and motivation in learning the big ideas and threshold

concepts of English ( McTighe, & Wiggins, 2012; Gannon, Howie, & Sawyer, 2009). English is a creative,

critical, imaginative, interpretive and powerful subject that is key to student learning and unit content must

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be designed to reflect those objectives and aims to ensure students become lifelong learners and glocalised

citizens (New South Wales Education Standards Authority, 2012).

The year 8 English class was large in number, consisting of thirty students. The demographic of the class

was evenly split with around sixteen girls and fourteen boys. At the school, the year group was graded by

their abilities and contained one gifted and talented class, three mixed ability classes and a lower ability

class. The class referred to in this report, was of mixed ability with multiple gifted and talented students,

students with mid-to-low abilities and students that required additional support in the classroom and

assessments. Due to the range of students in the class, some students preferred to work independently, some

preferred group work, some preferred teacher centred instruction and others preferred discussion and whole-

class work rather than working individually. Mostly all the students had possession of electronic devices

such as their mobile phones and around half the class consistently completed homework activities. Due to

the unengaging activities and repetition of reading a novel followed by comprehension questions every

lesson, students were not interacting or actively learning in the lessons and did not bother to read the text

outside of class. Technology was available at the school with multiple computer rooms and COWS, however

the teacher rarely utilised these resources.

As a consequence for the multiple styles of learning and preferences by the students the redesigned “A

Novel Study – Engaging with Narratives” has been modified to be inclusive of all students’ learning and

abilities with differentiation, the three types of assessment throughout the unit, inquiry based learning for

strategies to increase engagement and more focus on the general capabilities such as numeracy, literacy and

personal and social capabilities.

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Recommendations
Before providing the following recommendations to the English faculty, it is important to note that there was

no concept map designed for the Engaging Narratives unit as well as no scope and sequence provided for

year 8 English. The lack of a concept map and scope and sequence is an example for the need of the unit and

scope of year 8 English to be modified to align with understanding by design and both resources are

essential foundations for the development of effective teaching and learning (McTighe & Wiggins, 2012;

Rao & Meo, 2016). A concept map has been created to accompany the revised unit as well as a scope and

sequence to convey the learning across the year, the sequencing of learning and assessment tasks. The scope

and sequence was designed based on the other units taught in year 8 English at Blaxland High School and

assessment dates listed in their resources folder. The original unit outline content was incomplete, without

explicit links to general capabilities, lack of formative assessment measures and updated summative

assessment to match unit and syllabus outcomes, and there were minimal inquiry learning strategies

implemented. This as a consequence, caused student disengagement, misbehaviour and distain for the

subject of English. The following recommendations are organised into four areas; differentiation,

assessment, inquiry based learning and general capabilities, specifically literacy, numeracy and personal and

social capabilities.

Differentiation
In the original unit outline document, there is a significant lack of differentiation mentioned or listed for

gifted and talented students, students with disabilities, students with lower abilities or consideration of the

way students learn through multiple intelligences. This raises concern as this unit is designed for a mixed-

ability classroom yet there are no strategies in place for inclusive learning. Differentiation is providing an

inclusive environment where all students’ needs and abilities are catered for (Taylor, 2017; Loreman, 2011;

Doubet, & Hockett, 2015). When differentiation and diverse learning is absent and students’ needs and

abilities are not met, disengagement and misbehaviour increase (Taylor, 2017; Callow & Orlando, 2015).
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Implementing differentiation in the design of the unit outline and lesson planning, enables students to

develop their general capabilities and individual learning goals, specifically literacy, numeracy and personal

and social capabilities (NSW Government Education Centre for Education Statistics and Evaluations

(CESE), 2014). One of the essential aspects of universal design for learning (UDL) is using evidence-based

practices to create engaging, relevant and meaningful differentiated learning (Loreman, 2011). For example,

in the revised unit outline, students have the choice to undertake an extension activity where they are to

record their thoughts, predictions and analysis of the narrative throughout the unit through a means of their

choice such as an ongoing blog, journal, diary entries, doodling image or a table. The revised unit

incorporates social and collaborative learning as one of the ways to create inclusion of all students and their

abilities, as well as providing peer feedback, group work, think-pair-share, incorporation of ICT and visual

prompts to aide textual understanding and summarised chapters for EAL/D students and students with lower

reading abilities (Clarke & Pittaway, 2014). Therefore, differentiation is a vital modification that needs to be

implemented in the unit outline to deter student misbehaviour and increase engagement in learning content.

Assessment
The original unit outline does not include strategies for all three assessment types. Formative assessment

also known as Assessment for learning is lacking and therefore the teachers and faculty have no way of

assessing the progress of their students, the effectiveness of their lessons or activities or if students are

gaining deep knowledge and understanding of the threshold concepts of the unit (Department of Education

and Training, Professional Support and Curriculum Directorate, 2003; NSW Education Standards Authority

(NESA), 2012). Differentiation and adjustments are not able to be implemented successfully because there

are no assessments to measure (CESE, 2014). Evidence shows that formative assessment is instrumental in

helping students attain a higher level of performance and guide future learning for the student through

teacher and student feedback (CESE, 2014). By implementing formative assessment though out the teaching

of the revised unit at least once a week, or depending on the activity or content the teacher wants to assess,

teachers are not only able to assess student progress but also their teaching practice and pedagogy (CESE,

2014). Formative assessment strategies implemented in the revised unit outline include exit cards/tickets at
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the end of a lesson, kahoot quizzes, class discussion, observation, group work tasks, presentations, self-

reflection, journals, collection of class work, open and closed ended questions, google docs, and peer

evaluation, also known as Assessment as Learning (NESA, 2012).

There are also issues demonstrated with the Assessment of learning also known as the summative

assessment task in the outline. The assessment task does not include outcomes from the unit outline and

Stage 4 English syllabus, therefore the marking criteria does not align with the outcomes in the unit outline

and the unit outline is not designed correctly to match the outcomes of the assessment task (McTighe, &

Wiggins, 2012; Rao, & Meo, 2016). The assessment task also requires students to create a thematic DVD

cover about the images and themes in the narrative, but also a blurb about what the film would be about,

casting, images, slogans and vectors. However, the components of the assessment task are not taught in the

unit outline and it should not be assumed that students know about these concepts and they should be

scaffolded throughout the unit to be able to successfully and independently complete this task (McTighe, &

Wiggins, 2012; Rao, & Meo, 2016; Clarke & Pittaway, 2014). The guidelines also state that the assessment

is worth 25 marks, however the original marking criteria is out of 20 marks.

Modifications need to be made to the existing assessment task to align with UBD principles. Formatting of

the assignment needs to be changed to include date of issue and due date of the assessment, as well as fixing

the marking criteria to be graded out of 25. The assessment needs the implementation of syllabus outcomes

from the unit outline as well as restructuring the marking criteria to align with those unit outlines.

Furthermore, content in the unit outline needs to be added to align with the requirements of the assessment

task so that students can succeed in their assessment. For example, learning activities should include

exemplars of DVD covers, what are blurbs, vectors and slogans and how to write and create them, how to

determine film ratings, casting, and designing effective imagery.

Inquiry based learning

There is a significant lack of inquiry based learning evident in the activities and content conveyed in the unit

outline. Inquiry based learning is allowing students to be active learners and creators of knowledge and to

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transform their personal experiences, culture and themselves throughout the process (Brown, 2004). The

majority of the unit (around 10/11 lessons), is dedicated to reading the novel in class followed by the

repetition of comprehension questions. The majority of these lessons do not create genuine deep thought,

discussion, meaningful connections and understanding as well as delve into the multidimensional ideas and

threshold concepts in English (Haren, 2016). Students are not able to personally connect with the novel or

characters in the narrative and therefore become disengaged and unmotivated to learn (Smallhorn, Young,

Hunter & Burke da Silva, 2015).

To increase engagement student motivation and creativity, inquiry methods were implemented into the

revised unit through more student-centred activities, flipped classroom approach, co-operative learning,

research tasks, interviewing peers as role-play of certain main characters, CSI inquiry (role card, map, list of

key incidents and development of scenarios and possibilities of outcomes with groups and whole class to

problem solve and inquire), group first impressions of characters, predictions, teaching extracts for certain

intentions (language, themes, ideas), a jigsaw activity, character cards, historical inquiry and creation of a

class graffiti wall based on slogans and main themes of the narrative.

General Capabilities

Although the original unit outline states that general capabilities are being taught in the unit under the

section “learning across the curriculum,” there are no actual strategies evident in the unit content to

demonstrate that those capabilities have been met. The revised unit added personal and social capabilities

into the unit as a strategy for improving student motivation and engagement with literacy and numeracy

activities (ACARA, 2013). One of the benefits of incorporating personal and social capability skills into the

revised unit is that students are given the opportunity to work collaboratively, develop relationships,

opinions, leadership and student-centred learning which are vital skills needed in the workforce and

globalised world (ACARA, 2013; NESA, 2012). Implementing personal and social capabilities into learning

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activities also promotes inquiry based learning and teamwork, collaborative problem solving, peer

assessment and marking and independent research projects (ACARA, 2013; Haren, 2016).

Literacy is automatically incorporated into the unit outline due to the nature and subject of English, however

there can be improvements made to literacy activities to increase student engagement. The outline suggests

limited and unengaging activities such as comprehension work and cloze passages for literacy development

and there is a lack of extension for students, causing an increase in boredom and monotonous routine

(Gannon et al, 2009). More engaging strategies for incorporating literacy into unit content demonstrated in

the revised unit are journal writing, reflections, CEEL paragraph development as a follow up task from a

character hot seat activity, visual and verbal literacy through analysis and class discussion and interactive

screen based learning using technology.

Numeracy is also not included in the unit outline or content which does not demonstrate cross-curriculum

learning or learning across the curriculum (ACARA, 2013). This disables the students from being able to

think in an adaptive and multidimensional way (ACARA, 2013; NESA, 2012). Numeracy strategies that are

to included in the unit outline content include mapping concepts, creating Venn diagrams, narrative

graphing and analysing and synthesising information from the narrative text to shape meaning (NESA,

2012).

Conclusion
I believe that these recommendations should be implemented into the Stage 4, year 8 English “A Novel

Study – Engaging with Narratives” unit. By making modifications in the areas of differentiation,

assessment, inquiry based learning and general capabilities specifically in literacy, numeracy and personal

and social capabilities, will ensure inclusive, effective learning for all students so that they can enjoy and be

engaged with the subject of English.

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References
Australian Curriculum and Reporting Authority (ACARA). (2013). General capabilities in the Australian

curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-

capabilities.

Australian Curriculum and Reporting Authority (ACARA). (2010). My school. Accessed on 22nd April 2017

from https://www.myschool.edu.au/school/41836.

Brown, H. (2004). Inquiry-based learning transforms the English classroom. The English Journal 94 (2), 43-

48. Retrieved from

http://www.jstor.org.ezproxy.uws.edu.au/stable/pdf/4128772.pdf?refreqid=excelsior:cfd5098fe0e60f

77ea15d3491bfdcb03.

Callow, J., Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement for

students from low-socio economic backgrounds with implications for technology and literacy

practices. An International Journal 10 (4), 349-371. doi: 10.1080/1554480X.2015.1066678.

Clarke, M., Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest, Australia: Pearson.

Department of Education and Training, Professional Support and Curriculum Directorate. (2003). Quality

teaching in NSW public schools. Retrieved from http://www.darcymoore.net/wp-

content/uploads/2012/02/qt_EPSColor.pdf.

Doubet, K. J., & Hockett, J. A. (2015). Differentiation in middle and high school : strategies to engage all

learners. Retrieved from https://ebookcentral.proquest.com.

Gannon, S., Howie, M., Sawyer, W. (Eds). (2009). Charged with meaning: Reviewing English 3rd edition

(pp. 19-31). Australia, Phoenix Education Pty Ltd.

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Haren, v, R. (2016). Learner engagement. In Boas, E., Gazis S (Eds), The artful English teacher: Over 100

practical strategies for the English classroom (pp. 40-61). Adelaide, South Australia: The Australian

Association for the Teaching of English.

Loreman, T. (2011). Inclusive education: Supporting diversity in the classroom. Crows Nest: New South

Wales Australia, Allen & Unwin.

NSW Education Standards Authority (2012). NSW syllabus for the Australian curriculum: English K-10

syllabus. Retrieved from: http://syllabus.nesa.nsw.edu.au/english/english-k10/content-and-outcomes/

NSW Education Standards Authority (2012). Advice on assessment. Retrieved from

http://educationstandards.nsw.edu.au/wps/wcm/connect/77bf10ac-aa30-4904-b65b-

834ea4acb42f/advice_on_assessment_guide_web.pdf?MOD=AJPERES&CVID=.

NSW Government Education Centre for Education Statistics and Evaluations (CESE). (2014). What works

best: Evidence-based practices to help improve NSW student performance. Retrieved from

https://www.cese.nsw.gov.au/images/stories/PDF/What-works-best_FA-2015_AA.pdf.

McTighe, J. & Wiggins, G. (2012). Understanding by design framework. Retrieved from

https://www.uab.edu/elearning/images/facultytoolkit/Step1_UbD.pdf.

Rao, K., Meo, G. (2016). Using universal design for learning to design standards-based lessons. Special

Issue – Student Diversity 6 (4), 1-12. doi: 10.1177/2158244016680688.

Smallhorn, M., Young, J., Hunter, N & Burke da Silva, K. (2015). Inquiry-based learning to improve

student engagement in a large first year topic. Student Success 6 (2), 65-71. doi:

http://dx.doi.org.ezproxy.uws.edu.au/10.5204/ssj.v6i2.292

Taylor, S. (2017). Contested knowledge: A critical review of the concept of differentiation in teaching and

learning. Warwick Journal of Education 1, 55-68. Retrieved from

http://journals.warwick.ac.uk/index.php/wjett/article/viewFile/44/238.

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Appendices

A: Original Documentation
Concept Map – not provided

Scope and Sequence – not provided

Unit Outline:
English Unit: A Novel Study – Engaging with Narratives Stage: 4 – Year 8

Duration: Six Weeks

Unit Overview Learning Across the Curriculum

In this unit students will be exposed to a stage appropriate novel that will be used to develop their The Learning across the Curriculum areas integrated in this unit
understanding of the narrative form. Through a step-by-step process the students will deconstruct the include:
elements of a basic narrative i.e. setting, characterisation, plot, themes etc. The unit will culminate
with the students synthesising their understanding of the themes within the novel through a visual • Intercultural understanding
representation. • Sustainability
• Ethical understanding
Teachers are free to choose a novel from the list below, however, teachers of 8Q may want to extend
• ICT
their students:
• Literacy
Empty World
• Difference and Diversity
Holes
• Civics and Citizenship
People Might Hear You
China Coin
Parklands
Day of the Triffids (top class only)
Crow Country
The Giver

Focus Outcomes Assessment Overview

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ENA4-1A responds to and composes texts for understanding, interpretation, critical analysis, During the course of this unit students will:
imaginative expression and pleasure • Create a DVD cover for the studied novel
ENA4-2A effectively uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies

ENA4-3B uses and describes language forms, features and structures of texts appropriate to a range
of purposes, audiences and contexts

ENA4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and
coherence

ENA4-7D demonstrates understanding of how texts can express aspects of their broadening world
and their relationships within it

ENA4-9E uses, reflects on and assesses their individual and collaborative skills for learning

Outcomes Teaching and Learning Strategies Resources

ENA4-1A Introduction – one lesson. Class is to consider the following Texts

Students:
Engage personally with texts questions using group and teacher-led brainstorming:
• recognise, reflect on, interpret and explain the connections between Empty World
their own experiences and the world in texts
 What elements to all narratives need? Holes
Understand and apply knowledge of language forms and features
• apply increasing knowledge of vocabulary, text structures and  What aspects of a novel do you find the most interesting? People Might Hear You
language features to understand the content of texts  What is the best book you have ever read? Why? China Coin
• recognise when information is presented objectively and subjectively
by examining the language of opinion, including modality, bias, personal Z for Zachariah
pronouns and other semantic cues
Respond to and compose texts Introduction to the novel – one lesson. PPTs exist for Empty World
Crow Country
• respond to and compose imaginative, informative and persuasive texts
and People Might Hear You – classroom teacher will need to adapt
for different audiences, purposes and contexts for understanding,
interpretation, critical analysis, imaginative expression and pleasure these for other novels if chosen Introductory Powerpoints for Empty World and People
• compare the ways that language and images are used to create
character, and to influence emotions and opinions in different types of
Might Hear You (note that if you do create a modified
texts PPT, please save in the folders)
• recognise and analyse the ways that characterisation, events and
settings are combined in narratives, and discuss the purposes and Optional Homework task – students to research author and create a
appeal of different approaches
‘most wanted’ poster using the worksheet provided for classroom
ENA4-2A

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Outcomes Teaching and Learning Strategies Resources

Students: display. They should include details about the author and either a ‘Most wanted’ homework task – author research
Engage personally with texts
• reflect on ideas and opinions about characters, settings and events in printed or hand drawn image.
literary texts, identifying areas of agreement and difference with others
and justifying a point of view
Understand and apply knowledge of language forms and features
• use a range of software, including word processing programs, to
create, edit and publish texts imaginatively Read novel in class – around ten lessons. Use PPT on The Parts of a
Respond to and compose texts
Story with cloze passage. Students will be able to identify each of the
• use a widening range of processes of composing and publishing
sustained texts, including planning, drafting, rehearsing and editing aspects as they progress through the novel. Parts of the Story PPT and cloze passage
ENA4-3B
Students:
Engage personally with texts
• engage with the language and structures of texts in meaningful,
contextualised and authentic ways Narrative voice – one lesson (can be done during reading lessons
• identify, discuss and reflect on the ideas and information in a range of
texts
above). http://www.ereadingworksheets.com/point-of-view/ Book
Develop and apply contextual knowledge COW or computer room for this lesson. Students to read through
• describe and analyse the purpose, audience and context of texts
Respond to and compose texts
information and then complete the worksheet provided for them.
• analyse and evaluate the ways that text structures and language Teachers to choose from the options on the link above, with
features vary according to the purpose of the text and the ways that
referenced sources add authority to a text
worksheet four recommended -
ENA4-4B http://www.ereadingworksheets.com/point-of-view-
Students:
Engage personally with texts
worksheets/point-of-view-worksheet-4.pdf
• recognise and appreciate the ways a wide range of texts communicate
by using effective language choices
Develop and apply contextual knowledge
• explore and analyse the ways purpose, audience and context affect a
composer's choices of content, language forms and features and Character Hot Seat – two lessons
structures of texts to creatively shape meaning
Understand and apply knowledge of language forms and features Divide classes into groups of four to five students. In their groups,
• experiment with particular language features drawn from different
types of texts, including combinations of language and visual choices to students will work through two activities. Groups are assigned a
create new texts ‘focus character’.
Respond to and compose texts
• plan, draft and publish imaginative, informative and persuasive texts, Character Hot Seat PPT with worksheet (PPT will need to
selecting aspects of subject matter and particular language, visual, and Activity One – 1 lesson Evidence gathering
be modified to suit novel chosen)
audio features to convey information and ideas
• respond to and compose new print and multimodal texts,
Activity Two – 1 lesson Character hot seat
experimenting with appropriations and intertextuality
ENA4-7D
Students:
Engage personally with texts

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Outcomes Teaching and Learning Strategies Resources

• explore and analyse the ways in which personal experiences and Write a CEEL paragraph – one lesson. Using guiding questions that
perspectives shape their responses to texts
• draw on experience to consider the ways the 'real world' is will assist students to structure a response for their unseen question
represented in the imaginary worlds of texts, including imaginative
task.
literature, film, media and multimedia texts
Develop and apply contextual knowledge
• compare and contrast texts that present alternative views of their own Using the information gained from the Character hot seat activity,
world
students complete a CEEL paragraph in class on the question ‘How
• explain and justify personal empathy, sympathy and antipathy towards
characters, situations and concerns depicted in texts has the author used characters in their novel to communicate a
Understand and apply knowledge of language forms and features
particular world view?’ (If completed teachers can put this mark
• analyse the ways that language features such as modality are used to
represent individual, shared or disparate views of the world towards their class mark – not official assessment mark)
ENA4-9E CEEL paragraph scaffold and task instructions
Understand and apply contextual knowledge
• understand the demands of a task and the outcomes and criteria for
planned assessment
Assessment Task: DVD Cover – Four lessons

Students imagine that the novel is being made into a film and they
are responsible for creating the DVD cover. DVD cover PPT with blurb planning template and copy of
Harry Potter (or other) DVD cover to label with different
aspects.

DVD cover task outline (needs to be adapted for chosen

novel)

Assessment for Learning

DVD cover

ADDITIONAL ACTIVITIES THAT PROVED USEFUL ADDITIONAL RESOURCES/SUGGESTIONS

REFLECTION AND EVALUATION OF UNIT WITH CLASS ______________ YEAR_______________

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Outcomes Teaching and Learning Strategies Resources

TEACHER NAME:

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Assessment Task
The Novel Experience ASSESSMENT TASK
DUE TERM 4 (WK 4) 25%
CREATING A DVD COVER FOR THE NOVEL
Imagine the novel you studied is being made into a film and you have been asked to create
the DVD cover. What images could you include on the cover to convey the themes and ideas
in the novel without giving too much away? What would the blurb on the back of the DVD
cover say about the film? Who would you cast to play the main characters in the novel?
Who would direct the film? What would the film be rated? You will have to answer all these
questions plus more as you complete this task.

There are TWO components to this task:

1. Create the FRONT of a DVD Cover
 The front cover should communicate the general ideas of the novel through eye-catching
images.
 The front cover should give us the names of the main actors in the film. Think about which
actors you would like to play as the main characters in the novel.
 The title of the movie should be in an easy to read, professional-looking font.
 The cover should include a catchy sentence or slogan that makes the plot seem intriguing.
 The cover could have some fake comments such as: '"Amazing...the greatest film of the
year" - John Smith from Some Magazine'.
 Avoid making the cover too cluttered as this will take away from its impact.

2. Create the BACK of a DVD cover

 The back of a DVD is where the BLURB about the film is written. Your blurb should include
some information about the film’s plot. However, make sure you do not give too much
information as this will ruin the ending.
 The back could include more images from the film.
 The back should list the names of the director, cast, writers, producers, the film company
etc.
 The back of a DVD should have the film’s rating and maybe even a website to go to for more
information.
 You could add a list of bonus features as well as a fake bar code for added realism.

Marking Criteria
 The front of the DVD cover demonstrates a perceptive understanding of the themes and
ideas in the novel through the effective use of images.
 The blurb on the back of the DVD cover displays a sound understanding of the themes and
ideas in the novel.
 The title of the novel, the names of the director, main actors, the film’s rating, a tagline etc.
are all included on the cover.
 Appropriate spelling, grammar and punctuation are used.

**You will have at least TWO computer lessons to work on the task; however, you can
create the cover by hand**
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DVD COVER MARKING CRITERIA 0 1 2 3 4 5

The front of the DVD cover demonstrates a perceptive understanding of the themes and
ideas in the novel through the effective use of images.
The blurb on the back of the DVD cover displays a sound understanding of the themes and
ideas in the novel.
The title of the novel, the names of the director, main actors, the film’s rating, a tagline etc.
are all included on the cover.
Appropriate spelling, grammar and punctuation are used.

COMMENTS:

TOTAL MARK:

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B: Comparative Table of Unit Alteration
Areas of concern within the unit Suggested unit modifications Research supporting
modifications
In the original unit outline Differentiate activities and lesson Differentiation is providing an
document, there is a significant content to create more engaging inclusive environment where all
lack of differentiation mentioned and suitable activities for the students’ needs and abilities are
or listed for gifted and talented inclusion of all learners. For catered for (Taylor, 2017;
students, students with example, strategies include group Loreman, 2011; Doubet, &
disabilities, students with lower work and collaboration, Hockett, 2015). When
abilities or consideration of the scaffolding, incorporation of ICT, differentiation and diverse
way students learn through technology, and inquiry based learning is absent and students’
multiple intelligences. This raises
learning, class discussion, needs and abilities are not met,
concern as this unit is designed explicit instruction, visual aide/ disengagement and misbehaviour
for a mixed-ability classroom yet prompts, student choice, increase (Taylor, 2017; Callow &
there are no strategies in place for
extension activities, accelerated Orlando, 2015).
inclusive learning. curriculum content, enrichment
programs.
Although literacy is incorporated Incorporate multiple literacy General capabilities are essential
into the unit outline due to the activities and techniques as well aspects of the curriculum that
nature and subject of English, as comprehension and cloze have a significant impact in
there can be improvements made passage activities such as a preparing students for the future
to increase literacy development flipped classroom approach, and in the twenty-first century
for student engagement. The journal writing, reflections, (ACARA, 2013). Literacy is an
outline suggests limited and CEEL paragraph development, integral part of students’
unengaging activities such as visual literacy, sequencing of development with knowledge
comprehension work and cloze events, verbal literacy through skills and critical analysis, and to
passages for literacy development talking and listening, critical be able to interpret and use
and there is a lack of extension, literacy through use of language efficiently through
causing an increase in boredom technology and interactive reading, listening, viewing,
and monotonous routine for the screen-based learning and visual speaking and writing (ACARA,
students. data to assist print-based content. 2013; NESA, 2012).
Numeracy is not included in the Numeracy strategies to be Incorporating numeracy across
unit outline or content which included in the unit outline learning and curriculum enables
does not demonstrate cross- content include mapping students to be able to encompass
curriculum learning or learning concepts, creating venn diagrams, all types of knowledge, skills and
across the curriculum. This narrative graphing and analyzing adaptability to all types of
disables the students from being and synthesising information. situations and skills (ACARA,
able to think in an adaptive and 2013). Incorporating numeracy
multidimensional way. capabilities into English content
allows students to analyse
narrative forms and features
through multiple lenses and to be
able to synthesise information
(ACARA, 2013; NESA, 2012).
There is a significant lack of Implement inquiry methods Inquiry based learning is
inquiry based learning evident in through more student-centred allowing students to be active
the activities and content activities, flipped classroom learners and creators of
conveyed in the unit outline. The approach, co-operative learning, knowledge and to transform their
majority of the unit (around research tasks, interviewing peers personal experiences, culture and
10/11 lessons) is dedicated to as role-play of certain main themselves throughout the
reading the novel in class characters, CSI inquiry (role card, process (Brown, 2004). If
followed by comprehension map, list of key incidents and students are not deeply or

17883304 19 Jacqueline Bryson

102098
questions which do not create
genuine deep thought, discussion,
meaningful connections and
understanding as well as delve
into the multidimensional ideas
and threshold concepts in
English. Students are not able to
personally connect with the novel
or characters in the narrative and
therefore become disengaged and
unmotivated to learn.
The unit outline does not
incorporate personal and social
capabilities into learning
activities and unit content. This is
a concern as students are not
given the opportunity to work
collaboratively, develop
relationships, opinions,
leadership or student-centred
learning which are vital skills
needed in the workforce and
globalised world.
The unit outline does not include
strategies for assessment.
Formative assessment also
known as Assessment for
learning is lacking and therefore
the teachers and faculty have no
way of assessing the progress of
their students, the effectiveness
of their lessons or activities or if
students are gaining deep
knowledge and understanding of
the threshold concepts of the unit.
Differentiation and adjustments
are not able to be implemented
successfully because there are no
assessments to measure. There
are also issues demonstrated with
the Assessment of learning also
known as the summative
assessment task. The assessment
task does not include outcomes
from the unit outline and Stage 4
English syllabus, therefore the
marking criteria does not align
with the outcomes in the unit
outline and the unit outline is not
designed correctly to match the
17883304
development of scenarios and
possibilities of outcomes with
groups and whole class to
problem solve and inquire),
group first impressions of
characters, teaching extracts for
certain intentions (language,
themes, ideas), letters, re-
enactment of scenes, scripting,
character cards, historical
inquiry, justification of ideas and
answers, and creation of class
graffiti.
Incorporate personal and social
capabilities into the learning
activities through inquiry based
and co-operative learning.
Activities to promote this
capability include collaborative
problem solving, team/group
work, student-centred learning,
personal reflective writing, peer
assessment and marking, class
discussion and independent
research.
Implement formative assessment
though out the teaching of the
unit and at least once a week, or
depending on the activity or
content the teacher wants to
assess. Strategies for formative
assessment include exit
cards/tickets at the end of a
lesson, kahoot quizzes, class
discussion, observation, group
work tasks, presentations, self-
reflection, journals, collection of
class work, open and closed
ended questions, google docs,
and peer evaluation.
Modifications need to be made to
the existing assessment task to
align with UBD principles.
Formatting of the assignment
needs to be changed to include
date of issue and due date of the
assessment, as well as fixing the
marking criteria to be graded out
of 25. The assessment needs the
implementation of syllabus
outcomes from the unit outline as
20
Contemporary Teacher Leadership
actively learning, they are not
able to personally connect with
the pedagogical content and
therefore become disengaged and
unmotivated to learn (Smallhorn,
Young, Hunter & Burke da Silva,
2015).
Implementing personal and social
capabilities into English
curriculum content, allows
students to understand
themselves, others and the world,
manage relationships and
working with others which are
essential skills for the workforce
and globalised world (ACARA,
2013).
Formative assessment is
instrumental in helping students
attain a higher level of
performance and guide future
learning for the student through
teacher and student feedback
(CESE, 2014). By implementing
formative assessment though out
the teaching of the revised unit,
teachers are not only able to
assess student progress but also
their teaching practice and
pedagogy (CESE, 2014).
The three stages of backwards
design in understanding by
design is a process where in the
planning process, teachers need
to consider first what the students
should know, understand and be
able to do and what
goals/learning the faculty wants
the students to gain at the end of
a unit. Therefore, it is essential to
design an assessment task based
on those goals and learning
intentions and implement
Jacqueline Bryson
102098
outcomes of the assessment task.
The assessment task also requires
students to create a thematic
DVD cover about the images and
themes in the narrative, but also a
blurb about what the film would
be about, casting, images, slogans
and vectors. However, the
components of the assessment
task are not taught in the unit
outline and it should not be
assumed that students know
about these concepts and they
should be scaffolded throughout
the unit to be able to
independently complete this task
successfully. The guidelines also
state that the assessment is worth
25 marks, however the original
marking criteria is out of 20
marks.
17883304
Contemporary Teacher Leadership
well as restructuring the marking appropriate pedagogical content
criteria to align with those unit to achieve those outcomes in the
outlines. Furthermore, content in unit outline (Wiggins &
the unit outline needs to be added McTighe, 2012; Rao & Meo,
to align with the requirements of 2016).
the assessment task so that
students can succeed in their
assessment. For example,
learning activities should include
exemplars of DVD covers, what
are blurbs, vectors and slogans
and how to write and create them,
how to determine film ratings,
casting, and designing effective
imagery.
21 Jacqueline Bryson
C: Reconstructed Documentation

Concept Map
102098 Contemporary Teacher Leadership
Scope and Sequence
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 1

Topic: Tell me a Story – Fairy Tales, Myths and Legends

In this unit students will be exposed to the ancient art of storytelling; how stories are formed, where they come from, their allegoric nature and
greater meaning.
Students will be exposed to a wide variety of stories and texts throughout the unit, with a specific focus on creation myths, Greek legends and fairy
tales.
Students will investigate these different texts and their representations through an analysis of gender stereotypes, tropes, social and cultural
assumptions, differing points of view and age appropriation.
Through this analysis students will have an advanced understanding of the way in which stories shape our understanding and assumptions about
our world, and the long tradition that storytelling has played in helping us as a collective community in turn make sense of the world around us.
Assessment: Task 1: Task 2:
Research Creative
Task 20% Writing 25%
Outcomes:

EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-6C, EN4-7D

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 2

Topic: Transformation and Re-imagination Topic: Poetry – Slam the Beat

In this unit, students will explore how stories are transformed from
novel to film. They will learn to develop and communicate personal
responses to films, expressing preferences and interests. Through an
exploration of the original written text (or excerpts from it) students
will identify significant aspects relating to form and features of a novel
and how ideas and themes are developed through language.
The close study of a film will provide students with the opportunity to
explore elements of film and develop a point of view in relation to the
film. Students will examine the ways in which film conventions help
shape meaning in a text with regards to characterisation, setting, plot
17883304 23
This unit is designed to create excitement towards the topic of poetry
while reviewing the necessary poetic terms at the same time.
Performance Poetry promotes literacy- writing, reading, speaking and
listening whilst demonstrating the power of poetic devices, emotive and
concise language, as well as how to use the voice as a tool.
This unit will enhance students’ self-confidence as they are challenged to
create and perform. Working in a collaborative environment will build
resilience as it encourages students to both give and receive constructive
criticism.
This unit will cumulate with students writing and performing their own
poetry pieces.
Jacqueline Bryson
102098 Contemporary Teacher Leadership
and themes. They will consider the relationship between text and
image.
Finally, students will also identify the significant transformations that
these stories have undergone and evaluate the effectiveness and impact
of these changes.
Assessment: Task 3: CEEL Task 4: Half
paragraphs 25% Yearly Exams
30%
Outcomes Outcomes

EN4-1A , EN4-2A, EN4-3B, EN4-4B, EN4-6C, EN4-7D EN4-1A, EN4-3B, EN4-4B, EN4-7D

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 3

Topic: Zines – Big Ideas, Small Books Topic: It’s All Greek to Me! Drama

This project-based unit allows students to create, refine and analyse
zines and persuasive language techniques. Over the course of the unit
students will analyse various features of magazines and zines such as
feature articles, magazine covers, layout, advertisements, interviews,
and human interest stories.
These skills and analysis will then be brought to life in the students
own construction of a zine by the end of the unit.
Assessment: Task 5: Creation
of Zine 25%
Outcomes
It is often said that the birth of modern Drama began with Greek Theatre
and therefore it is important that students are given the opportunity to
study and understand its conventions. This unit seeks to familiarise
students with the basic history and conventions of Greek Theatre, looking
at how the Greeks turned myths into dramatic texts.
Students will examine the use of mask within Greek Theatre and design
their own mask.
The unit will cumulate with students writing a script based on a Greek
myth. Students will demonstrate an understanding of script writing
conventions while also including the necessary elements of Greek
Theatre.
Task 6:
Monologue
Performance
25%
Outcomes

ENA4-1A, ENA4-3B, EN4-5C, ENA4-7D EN4-1A, EN4-2A, EN4-6C, EN4-8D

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102098 Contemporary Teacher Leadership

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 4

Topic: A Novel Study: Engaging with Narratives Topic: Travels in time

In this unit students will be exposed to a stage appropriate novel that will be used to
develop their understanding of the narrative form. Through a step-by-step process
the students will deconstruct the elements of a basic narrative i.e. setting,
characterisation, plot, themes etc. The unit will culminate with the students
synthesising their understanding of the themes within the novel through a visual
representation.
This unit focuses on the picture book My Place, and/or the
TV series of the same name, and/or the My Place website
8to help students understand how Australian culture has
changed over time. My Place is read and deconstructed in
terms of its visual features and how it is transformed in the
TV series and website.

Assessment: Task 7: Task 8: Yearly

Thematic Exams 25%
DVD
cover.
25%
Outcomes: Outcomes:

ENA4-1A, ENA4-2A, ENA4-3B, ENA4-4B, ENA4-7D, ENA4-9E EN4-1A, EN4-3B, EN4-6C, EN4-7D, EN4-9E

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102098 Contemporary Teacher Leadership

Unit Outline:

English Unit: A Novel Study – Engaging with Narratives Stage: 4 – Year 8

Duration: Six Weeks (approximately 18 lessons – 3, 1 hour lessons a week).

Unit Overview Learning Across the Curriculum

In this unit students will be exposed to a stage appropriate novel that will be used to The Learning across the Curriculum areas integrated in
develop their understanding of the narrative form. Through a step-by-step process the this unit include:
students will deconstruct the elements of a basic narrative i.e. setting,
• Intercultural understanding
characterisation, plot, themes etc. The unit will culminate with the students
synthesising their understanding of the themes within the novel through a visual • Sustainability
representation. • Ethical understanding
• ICT
Teachers are free to choose a novel from the list below, however, teachers of 8Q may • Literacy
want to extend their students:
• Numeracy
• Difference and Diversity
Empty World
• Civics and Citizenship
Holes
• Personal and Social Capability
People Might Hear You
China Coin
Parklands
Day of the Triffids (top class only)
Crow Country
The Giver
Z for Zachariah

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102098 Contemporary Teacher Leadership
Focus Outcomes Assessment Overview

ENA4-1A responds to and composes texts for understanding, interpretation, critical Assessment for Learning
analysis, imaginative expression and pleasure Formative assessment should be conducted at least once
a week to ensure students are understanding the unit
Students:
content and important threshold concepts of narratives as
Engage personally with texts
well as allowing us as a faculty to review learning
• recognise, reflect on, interpret and explain the connections between their own
activities for differentiation and level of engagement
experiences and the world in texts
with tasks. See each week for suggested implementation
Understand and apply knowledge of language forms and features
of formative assessment.
• apply increasing knowledge of vocabulary, text structures and language features to
understand the content of texts Assessment as learning
• recognise when information is presented objectively and subjectively by examining
Build upon a hot seat task by having students compose a
the language of opinion, including modality, bias, personal pronouns and other
CEEL paragraph based on the question ‘How has the
semantic cues
author used characters in their novel to communicate a
Respond to and compose texts
particular world view?’ Allow for students to develop
• respond to and compose imaginative, informative and persuasive texts for different
their personal and social capabilities by having students
audiences, purposes and contexts for understanding, interpretation, critical analysis,
peer assess each other’s CEEL paragraphs for marking
imaginative expression and pleasure
and to take responsibility for their learning and develop
• compare the ways that language and images are used to create character, and to
skills in evaluation and assessment of their own work.
influence emotions and opinions in different types of texts
Ask students to provide feedback as part of their marking
• recognise and analyse the ways that characterisation, events and settings are
criteria.
combined in narratives, and discuss the purposes and appeal of different approaches
Assessment of Learning
ENA4-2A effectively uses a widening range of processes, skills, strategies and Thematic DVD cover. (see assessment task). Total
knowledge for responding to and composing texts in different media and possible marks: 25.
technologies

Students:
Engage personally with texts

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102098 Contemporary Teacher Leadership
• reflect on ideas and opinions about characters, settings and events in literary texts,
identifying areas of agreement and difference with others and justifying a point of
view
Understand and apply knowledge of language forms and features
• use a range of software, including word processing programs, to create, edit and
publish texts imaginatively
Respond to and compose texts
• use a widening range of processes of composing and publishing sustained texts,
including planning, drafting, rehearsing and editing

ENA4-3B uses and describes language forms, features and structures of texts
appropriate to a range of purposes, audiences and contexts

Students:
Engage personally with texts
• engage with the language and structures of texts in meaningful, contextualised and
authentic ways
• identify, discuss and reflect on the ideas and information in a range of texts
Develop and apply contextual knowledge
• describe and analyse the purpose, audience and context of texts
Respond to and compose texts
• analyse and evaluate the ways that text structures and language features vary
according to the purpose of the text and the ways that referenced sources add
authority to a text

ENA4-4B makes effective language choices to creatively shape meaning with

accuracy, clarity and coherence

Students:

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102098 Contemporary Teacher Leadership
Engage personally with texts
• recognise and appreciate the ways a wide range of texts communicate by using
effective language choices
Develop and apply contextual knowledge
• explore and analyse the ways purpose, audience and context affect a composer's
choices of content, language forms and features and structures of texts to creatively
shape meaning
Understand and apply knowledge of language forms and features
• experiment with particular language features drawn from different types of texts,
including combinations of language and visual choices to create new texts
Respond to and compose texts
• plan, draft and publish imaginative, informative and persuasive texts, selecting
aspects of subject matter and particular language, visual, and audio features to convey
information and ideas
• respond to and compose new print and multimodal texts, experimenting with
appropriations and intertextuality

ENA4-7D demonstrates understanding of how texts can express aspects of their

broadening world and their relationships within it

Students:
Engage personally with texts
• explore and analyse the ways in which personal experiences and perspectives shape
their responses to texts
• draw on experience to consider the ways the 'real world' is represented in the
imaginary worlds of texts, including imaginative literature, film, media and
multimedia texts
Develop and apply contextual knowledge
• compare and contrast texts that present alternative views of their own world

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 102098 Contemporary Teacher Leadership
• explain and justify personal empathy, sympathy and antipathy towards characters,
situations and concerns depicted in texts
Understand and apply knowledge of language forms and features
• analyse the ways that language features such as modality are used to represent
individual, shared or disparate views of the world

ENA4-9E uses, reflects on and assesses their individual and collaborative skills for
learning

Understand and apply contextual knowledge

• understand the demands of a task and the outcomes and criteria for planned
assessment

Outcomes Teaching and Learning Strategies Resources

ENA4-1A Week 1: IWB board

ENA4-2A
- Introduce the new unit Google slides
ENA4-3B
ENA4-9E - Go through the requirements of the unit in detail, making learning intentions clear to the Google Drive
students as well as informing students of the assessment task requirements and what will be
Success criteria
involved and what they will be learning to achieve success in the unit.

- Introduce key terms and threshold concepts essential to the unit such (refer to unit concept
map for guidance, Crow country is used as an example). Students record concepts and
meanings into their books.

- Class is to consider the following questions using group led brainstorming:

 Think-pair-share: What elements to all narratives need?

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 102098 Contemporary Teacher Leadership

Outcomes Teaching and Learning Strategies Resources

 What aspects of a novel do you find the most interesting?

 What is the best book you have ever read? Why?
- Teacher creates Venn Diagram on the IWB board or white board as students lead class
discussion comparing and contrasting from the think-pair share activity on what the best Venn Diagram template
books they have ever read and why, with what are the elements that all narratives need. Print
Venn Diagram template to hand to students.

Formative assessment: Observe students’ brainstorming responses and class discussion with
Venn Diagram activity to gauge background knowledge and prior knowledge of narrative
elements.

- Hand out copies of your chosen text (or class choice of narrative) to the students. Ask
students to independently make predictions in their books about what they think the narrative
is about based on the blurb and visual representations on the cover such as the images,
slogan and font. Evoke class discussion about predictions students made and ask them to
explain why (responding and composing of what and how meaning is conveyed). Use Class set of chosen narrative.
accompanying PowerPoint located in the resources folder on the drive to explain the purpose
and intention of book covers, blurbs, images and slogans. Use chosen text book cover to PowerPoint
create open-ended questions and inquiry to develop students’ visual literacy skills and Student exercise books
analysis of images for responding to texts. (send PowerPoint to students’ google drive folder
as they will need this to refer to when completing the assessment task).

- Randomly allocate students into mixed ability groups to inquire and research about the
author of the narrative and background information. (will need to either book computer room
COWS/book computer room.
or hire COWS). Students will then use google slides to create slides about the author, his/her
background information and historical context of the novel. Ensure students include images Google drive/ google slides
to accompany their information. This research task will build on their personal and social

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 102098 Contemporary Teacher Leadership

Outcomes Teaching and Learning Strategies Resources

capabilities of working collaboratively but also to gain background knowledge about the
historical context of the narrative and world views/perspectives of the author.

- Flipped classroom approach: students are to take the narrative home and read the first three
Printed dot point summaries and visuals (also
chapters. (hand out copies of chapter summaries accompanied by visuals in dot points to all
send to students’ google drive).
students to ensure that everyone is included and catered to their learning needs and abilities.

Optional extension task available to all students: Give students the choice to create an
ongoing blog, journal, diary entries, doodling images or table to record their thoughts,
predictions and analysis of the narrative throughout the unit.

Week 2:

EN4A-1A - Class discussion and summary of the chapters read at home. Read next chapter as a class,
EN4A-2A encouraging students to volunteer to read. Whilst reading, ask students questions about the Class set of chosen narrative
EN4A-9E language, characters and themes being conveyed for student understanding. Students can
Comprehension questions
EN4A-7D work independently or in pairs to complete comprehension questions.

Formative assessment: Evoke class discussion with students providing insight and answers to
the comprehension questions about the setting and characters. As students are working
independently or in pairs, observe student progress and check responses.

- Homework: students are to read chapters and continue with their ongoing blog, journal,
Printed dot point summaries and visuals (also
diary entries, doodling images or table to record their thoughts, predictions and analysis of
send to students’ google drive).
the narrative. Provide summaries of the chapters to all the students in dot point form along
with visuals to aide understanding. Cloze passage
- Cloze passage activity on narrative voice and or use the following links. You will need to COWS/computer room
book the COWS or computer room http://www.ereadingworksheets.com/point-of-view/.
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 102098 Contemporary Teacher Leadership

Outcomes Teaching and Learning Strategies Resources

Students to read through information and then complete the worksheet provided for them.
Teachers to choose from the options on the link above, with worksheet four recommended -
http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-worksheet-
4.pdf

- Exit card strategy “Who else can/could be a narrator of the text? Why? Why not?” Exit cards
- CSI inquiry: provide students in mixed ability groups with role cards, maps, a list of key Role cards
incidents and ask groups to develop possible scenarios and outcomes as a result of the list of
incidences. This enables students to hypothesise and problem solve issues that could arise Maps
when conflict occurs in narratives. Share as whole-class discussion.
List of key incidents
- Map concepts occurring in the narrative so far as a class.
IWB board
Extension activity: Ask students to describe a place where they feel like they belong.
Students use their online blog, journal, diary entries, table, artwork to record their thoughts
and this can be used for formative assessment of student progress.

Week 3:
ENA4-1A
- Read chapters in class for active reading: ask students to draw visual images of the themes, Art paper/student exercise books
ENA4-3B
plot and ideas occurring while teacher reads. Provide short extracts that convey important
ENA4-4B Printed short extracts from the narrative
aspects of the text, a conflict, language, foreshadowing, an important conversation etc., to
ENA4-9E
support all students with their reading of the narrative. Ask students to write two sentences to
summarise the chapters read in lesson in preparation for writing a short and concise blurb for
assessment task.

- Provide extracts about the main characters in the narrative, and have students study the Printed short extracts from the narrative
extracts in mixed ability groups to create profiles of the characters and each group will
Google docs /google drive
upload and share their profiles with the rest of the class to one document on google docs.

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 102098 Contemporary Teacher Leadership

Outcomes Teaching and Learning Strategies Resources

- Jigsaw activity based on the narrative elements; Plot, Characterisation, Setting, Themes COWS
(e.g. racism, discrimination, murder, secrecy, time-travel, Aboriginal spirituality in Crow
Extracts from narrative
Country).
Images/visual representations
Formative Assessment: Kahoot quiz on narrative elements.
Kahoot.it
Week 4:
Electronic devices
ENA4-1A Hand out assessment task: beginning of week 4.
ENA4-2A
- Flipped classroom: Students continue to read chapters of the narrative and hand out copies
ENA4-3B
of chapter summaries accompanied by visuals in dot points to all students. Students are to
ENA4-4B
prepare interview questions about characters in the narrative for class hot seat activity.
ENA4-7D Chapter summaries
Students should already be allocated into their characters, role, audience, journalist, teacher,
or as themselves.

- Hot seat lesson. Allocate students into groups of four or five for activity. Students need to
Textual evidence from narrative/excerpts
have their textual evidence, research, and character roles to be able to participate (depending
on class, use previous lesson to prepare for activity). Research

Formative assessment: Ask students to answer the following personal reflection questions Character cards
and collect for assessing:

1. How did it feel to step into the role of the character’s personality and shoes?
2. What insight did you gain from being in that character’s shoes about the types of
conflict they have faced?
3. What are the issues that the characters face and how does it affect their actions in the
narrative?

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 102098 Contemporary Teacher Leadership

Outcomes Teaching and Learning Strategies Resources

Extension activity: Narrative graphing/story plot graph. Students plot the events of the story
in graphic form [line graph] (introduction, rising action, climax, falling actions, denouement)

- Students are to write a CEEL paragraph. Refresh students on how to write a CEEL
Scaffold of CEEL paragraph (table)
paragraph using exemplars and having students highlight the different sections of the
paragraph (concept, example, explain, link). Develop a CEEL paragraph as a whole class. Highlighters
- Using the information gained from the Character hot seat activity, students complete a Scaffold of CEEL paragraph
CEEL paragraph in class on the question ‘How has the author used characters in their novel
to communicate a particular world view?’

- Assessment as Learning: Allow for students to develop their personal and social
capabilities by having students peer assess each other’s CEEL paragraphs for marking and to
Marking criteria
take responsibility for their learning and develop skills in evaluation and assessment of their
own work. Ask students to provide feedback as part of their marking criteria.

Week 5:

ENA4-1A - Use google slides to teach whole class about slogans and their purpose and effectiveness in Coloured cardboard and or butcher paper
ENA4-2B conveying meaning of narrative texts and films. Allocate students into groups of four or five,
ENA4-4B Textures, coloured pencils, crayons, paint
to create a graffiti wall of slogans and images that represent the main themes, conflicts and
ENA4-9E plot/ideas in the narrative text. Attach the group cardboard/butcher paper artwork together to Magazines
create one large graffiti wall and place on display in the classroom.
Printed images

- Allocate three lessons (end of week 5 and one in week 6) for students to work on their
assessment task – thematic DVD cover. Beginning of the first lesson dedicated to the Plain paper
assessment, refresh students’ knowledge about what they learnt in week 1 about visual
representations, blurbs and vectors. Have exemplars displayed to assist students with labels

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 102098 Contemporary Teacher Leadership

Outcomes Teaching and Learning Strategies Resources

to aide student understanding. You will need to book the computer room or COWS for these Coloured cardboard and or butcher paper
lessons
Textures, coloured pencils, crayons, paint

COWS/computer room
Week 6:
PowerPoint
ENA4-1A - Students continue to work on assessment task (see above)
Exemplars of DVD covers with labels.
ENA4-2B
- dedicate two lessons for revision of yearly content for final yearly exam.
ENA4-4B
ENA4-9E Assessment task due: end of week 6.

ADDITIONAL ACTIVITIES THAT PROVED USEFUL ADDITIONAL

RESOURCES/SUGGESTIONS

REFLECTION AND EVALUATION OF UNIT WITH CLASS ______________ YEAR_______________

TEACHER NAME:

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Assessment Task
ASSESSMENT TASK NOTIFCATION – YEAR 8

Subject: English
Task Date Issued: Date Due: Maximum Marks: Weighting:

No. 7 Beginning of week 4, End of week 6, Term 25 25%

Term 4 4

Topic: A Novel Study – Engaging with Narratives

Outcomes to be assessed:

ENA4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure
ENA4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding
to and composing texts in different media and technologies
ENA4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and
coherence

CREATING A DVD COVER FOR THE NOVEL

Imagine the novel you studied is being made into a film and you have been asked to create the DVD cover.
What images could you include on the cover to convey the themes and ideas in the novel without giving too
much away? What would the blurb on the back of the DVD cover say about the film? Who would you cast
to play the main characters in the novel? Who would direct the film? What would the film be rated? You
will have to answer all these questions plus more as you complete this task.

There are TWO components to this task:

1. Create the FRONT of a DVD Cover

 The front cover should communicate the general ideas of the novel through eye-catching images.
 The front cover should give us the names of the main actors in the film. Think about which actors
you would like to play as the main characters in the novel.
 The title of the movie should be in an easy to read, professional-looking font.
 The cover should include a catchy sentence or slogan that makes the plot seem intriguing.
 The cover could have some fake comments such as: '"Amazing...the greatest film of the year" - John
Smith from Some Magazine'.
 Avoid making the cover too cluttered as this will take away from its impact.

2. Create the BACK of a DVD cover

 The back of a DVD is where the BLURB about the film is written. Your blurb should include some
information about the film’s plot. However, make sure you do not give too much information as this
will ruin the ending.
 The back could include more images from the film.
 The back should list the names of the director, cast, writers, producers, the film company etc.
 The back of a DVD should have the film’s rating and maybe even a website to go to for more
information.
 You could add a list of bonus features as well as a fake bar code for added realism.

To complete this assessment:

 The front of the DVD cover demonstrates a perceptive understanding of the themes and ideas in the
novel through the effective use of images.
102098 Contemporary Teacher Leadership
 The blurb on the back of the DVD cover displays a sound understanding of the themes and ideas in
the novel.
 The title of the novel, the names of the director, main actors, the film’s rating, a tagline etc. are all
included on the cover.
 Appropriate spelling, grammar and punctuation are used.

**You will have at least TWO computer lessons to work on the task; however, you can create the
cover by hand**
DVD MARKING CRITERIA MARK


Proficiently responds to and composes texts for understanding, interpretation,
critical analysis, imaginative expression and pleasure.
 Skilfully uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies.
 Successfully makes effective language choices to creatively shape meaning with 20-25
accuracy, clarity and coherence.
 Completely accurate spelling, grammar and punctuation are used.
 Critically responds to and composes texts for understanding, interpretation,
critical analysis, imaginative expression and pleasure.
 Soundly uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies.
 Clearly makes effective language choices to creatively shape meaning with 15-19
accuracy, clarity and coherence.
 Mainly accurate spelling, grammar and punctuation are used.
 Mostly responds to and composes texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure.
 Sufficiently uses a widening range of processes, skills, strategies and knowledge
for responding to and composing texts in different media and technologies.
 Appropriately makes effective language choices to creatively shape meaning with 10-14
accuracy, clarity and coherence
 Some errors in spelling, grammar and punctuation
 Occasionally responds to and composes texts for understanding, interpretation,
critical analysis, imaginative expression and pleasure.
 Sometimes uses a widening range of processes, skills, strategies and knowledge
for responding to and composing texts in different media and technologies.
 Infrequently makes effective language choices to creatively shape meaning with 5-9
accuracy, clarity and coherence.
 Basic spelling, grammar and punctuation are used.
 Rarely responds to and composes texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure.
 Needs improving on using a widening range of processes, skills, strategies and
knowledge for responding to and composing texts in different media and
technologies. 1-4
 Little to no use of effective language choices to creatively shape meaning with
accuracy, clarity and coherence.
 Little to no spelling, grammar and punctuation are used.
COMMENTS:

TOTAL MARK:

17883304 38 Jacqueline Bryson