Jessica Campbell 18352955

Title: Point of View and Identity

Stage: Stage Five (Year 10) Suggested duration: Four weeks

Rationale:

This unit requires students to demonstrate their understanding of identity and point of view through creating a variety of imaginative texts.
Students study the novel “Looking for Alibrandi” to develop an understanding of what influences identity and the impact that point of view
has on an audience. Students compose imaginative pieces of writing to demonstrate their understanding of character’s identities and the
power of point of view.

Students examine characterisation to explore how different cultures, events and people can influence identity. This unit encourages students
to explore how their own identity is formed. Furthermore, students learn to look at their own experiences through a creative lens as they are
asked to create texts that would entertain an audience. During the unit, students create texts based on events that shaped their identity;
therefore, students solidify their understanding of identity while also demonstrating their ability to inject creativity into ordinary events.

Students learn how first-person narration can influence the audience’s point of view of other characters. Students create texts that explore
different characters’ point of view to demonstrate the gap that is left for the audience through first-person narrative. Students participate in
activities that directly and indirectly question the reliability of the first-person narration. Students are encouraged to use their imagination
and creativity to design texts that fill in the gaps that the first-person narration creates. Furthermore, students are asked to create a variety of
texts that includes, cover letters, dialogue, mood boards and journal entries (Oster, 1989). Students must use their creativity and imagination
in creating these varied texts as they embody different characters and sometimes unfamiliar situations to their own lives (Oster, 1989).
Students transition through the book allowing them to observe how their first impressions changed overtime as they get further into the book.
The unit ends with students reflecting on the novel and the characters to consolidate the students’ now informed opinions about point of view
and identity. Students also demonstrate their understanding of the novel and the characters as they are asked to create a soundtrack for the
novel and to invent a sequel. Students demonstrate their understanding of different media as they create innovating and new texts using
selected ideas from the novel (Gannon, Howie, & Sawyer, 2009). This unit encourages students to reflect on the use of point of view in texts
and its effect on the audience. Furthermore, students are taught to seek out characters stories that are seeping through a text and explore the
characters background through their own imagination.

Outcomes
A student:
EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure.

EN5-2A effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing
a wide range of texts in different media and technologies

EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts,
describing and explaining their effects on meaning

EN5-4B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to
respond to and compose texts in a range of contexts
EN5-6C investigates the relationships between and among texts
EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds

References:
Gannon, S., Howie, M., & Sawyer, W. (2009). Charged with Meaning (3rd ed.). Putney, Australia: Phoenix Education.

Oster, J. (1989). Seeing with Different Eyes: Another View of Literature in the ESL Class. Teachers of English to Speakers of Other
Languages Quarterly, 23(1), 85-103.

Resources: The novel “Looking for Alibrandi”. The novel will be needed for every lesson. All other resources can be found in the appendix.
 Overview of teaching and learning activities

Syllabus content Teaching and learning activities Resources

EN5-1A – analyse ideas, Week One, Lesson One: See appendix 1 for
information, perspectives, book cover copy.
contexts and ideologies and the  Only show students the cover of the book and the title. Students are to
ways they are presented in brainstorm what the book will be about.
increasingly demanding,
sustained imaginative,  Students are to research how to write an opening passage. The class will then
informative and persuasive texts. come together to brainstorm. Students are to write an opening passage to the
book based on what they think the book will be about. Students will then
EN5-4B – recognise different
pass their work to another student to get feedback and will adjust their work
uses of visual texts, media and
accordingly.
multimedia, including the
internet, eg browsing the web to
locate information, using the
internet to communicate socially
or professionally, watching a
documentary to gain knowledge
and/or pleasure.
 Syllabus content
EN5-4B - locate, select,
synthesise and creatively use
information, ideas and arguments
from texts to compose new texts.
EN5-4B – recognise different
uses of visual texts, media and
multimedia, including the
internet, eg browsing the web to
locate information, using the
internet to communicate socially
or professionally, watching a
documentary to gain knowledge
and/or pleasure.
EN5-7D - analyse the ways in
which creative and imaginative
texts can explore human
experience, universal themes and
social contexts
Teaching and learning activities Resources
Week one, Lesson Two: See appendix 2 for
passages about
 Students are given passages from the book “Looking for Alibrandi” that Josephine Alibrandi
focus on the main character Josephine (Josie) Alibrandi. Students are asked handout.
to write down their first impressions and create a mood board based on the
character. See appendix 3 for
instructions on how
 Students are asked to brainstorm what shapes a person’s identity. Students to make a mood
are then to write a short story about an event that shaped their identity. board handout.
Students should be reminded that the story is for an audience, therefore, the
story should be descriptive and entertaining.
Week One, Lesson Three: See appendix 4 for
instructions and tips
 Students will read a part of Chapter Two, pages 26 – 31. Students are to on how to create a
listen and draw a realistic or cartoon version of Jacob Coote. Students should newspaper report
encapsulate Jacob’s personality through drawing him in a posed position. handout.
 Students are then to compose a newspaper report based on an event that they
believe would have happened to Jacob Coote in his past. This event should
 Syllabus content
EN5-3B - compare and evaluate
how 'voice' as a literary device
can be used in a range of
different types of texts such as
poetry to evoke particular
emotional responses
EN5-4B - locate, select,
synthesise and creatively use
information, ideas and arguments
from texts to compose new texts
EN5-2A - Identify, explain and
discuss how narrative viewpoint,
structure, characterisation and
devices including analogy and
satire shape different
interpretations and responses to a
text.
Teaching and learning activities Resources
be based on his identity or an event that students believe would have shaped
his identity.
Week One, Lesson Four: See appendix 5 for
the worksheet for
 Students are to have read Chapter Three. Students are to write a short poem create a villain
in free verse pretending to be Josie. The poem should express how Josie is profile.
feeling in chapter three.
See appendix 6 for
 In chapter three students are to underline or highlight dialogue/actions/text tips on how to create
that portray Nonna in a negative light. Josie portrays Nonna as the villain. a free verse poem
So, students are to make Nonna into a real villain. Students are to draw a handout.
picture of Nonna as a villain, come up with an evil name for her, make up
her super powers and explain Nonna’s villainess goal.
Week Two, Lesson One: See appendix 7 for
tips on how to create
 Can the audience trust Josie’s narration? The class will be divided into four a persuasive
groups; agree, strongly agree, disagree and strongly disagree. A class debate argument handout.
will be ran, answering the following question “Can the audience trust Josie’s
first-person narration?” The groups will be given time to come up with an
argument. Students should have read a decent proportion of the book. But if
 Syllabus content
EN5-5C - understand and analyse Week Two, Lesson Two:
differences between opinions and
reasoned arguments, differences
in shades of opinion and
inconsistencies
Teaching and learning activities Resources
students have not, they can focus on chapter four for evidence for either
argument.
 In Chapter four, Jose expresses how easy she believes John’s life to be.
Write a timeline for an average Saturday for John. Think about John’s
relationship with his father and what his father would have him doing.
 “Big deal, John. It’s not the end of the world.” – Chapter 14, page 133. Josie
still believes that John Barton is being over dramatic about his troubles. Get
students into pairs. Each pair is going to have a mock argument about who’s
life is worse. Students will take on the roles of John and Josie or two
different teenagers. As a class, students will brain storm issues that teenager
dramatize. Student will get into groups of four to perform their argument in
front of the other pair who will be the judge of who’s life is worse.
 Based on the information from chapter four and fourteen. Students have to
write a scene of dialogue between John Barton and his father after John has
lost a competition.
 Syllabus content Teaching and learning activities Resources
EN5-2A - Use a range of Week Two, Lesson Three: See appendix 8 for
software, including word tips on how to create
processing programs,  Students are to have read Chapter Ten. Specifically looking at pages 105- a dating profile
confidently, flexibly and 108. Students are to pretend to be either Jacob Coote or Josie and write a handout.
imaginatively to create, edit and journal entry. This journal entry should be about how their impressions of
publish texts, considering the the other person has changed due to the events in Chapter Ten.
identified purpose and the
characteristics of the user.  Students are to create a dating profile for either Josephine Alibrandi or Jacob
Coote. Students should then evaluate if the two would be a good match and
EN5-4B – recognise different write a justification for their answer.
uses of visual texts, media and
multimedia, including the
internet, eg browsing the web to
locate information, using the
internet to communicate socially
or professionally, watching a
documentary to gain knowledge
and/or pleasure.
 Syllabus content
EN5-7D - analyse the ways in
which creative and imaginative
texts can explore human
experience, universal themes and
social contexts
Teaching and learning activities Resources
Week two, Lesson Four: See appendix 4 for
instructions and tips
 Josie has just been a part of an incident. Each student has to come up with an on how to create a
incident that is believable for Josie to have been invoked in. Students are newspaper report
going to write a newspaper report with a title, detailing the event. The article handout.
is also going to have statements from the character witness to support the
article.
Each student has to pretend to be one of the following characters:
Michael, Mum, Nonna, Sera, Lee, Anna, Carly.
Students are to get into pairs, tell each other their incident and one student is
to pretend to be a journalist interviewing the other student which is one of
the characters above. The character knows what the incident is but hasn’t
spoken to Josie since the incident occurred. The interviewer should ask
questions surrounding:
o Why would Josie do this?
o What kind of person is Josie?
o The characters relationship with Josie
Students should swap roles and remember to take notes. Students should be
given time to create their interview questions. Students then create their
 Syllabus content
EN5-7D - explore and reflect on
personal understanding of the
world and significant human
experience gained from
interpreting various
representations of life matters in
texts
Teaching and learning activities Resources
article after conducting the interviews. Students should then reflect on what
would have made their article stronger.
Week Three, Lesson One: See appendix 9 for
postcard template.
 Students should have read chapter nineteen. Half the class will create a
postcard to Josie from one of her relatives from Italy. There is a template for
the back of the postcard for students to use in Microsoft Word; however,
students need to create the front of the postcard in Word. The other half of
the class will do the following activity at the same time:
 Students are to think of a tradition their family has or events that bring their
family together. Students are to create an image or college with
accompanying text to represent and explain the event and how it has shaped
their values, beliefs and identity.
 Then students will swap activities. Expect the students who create the first
postcard will have to pass their postcard to another student to write a
responding postcard from Josie.
 Syllabus content
EN5-7D - respond to and
compose sustained imaginative,
creative and critical texts that
represent aspects of their
expanding personal and public
worlds, for a wide range of
purposes, including for
enjoyment and pleasure
Teaching and learning activities Resources
Week Three, Lesson Two:
 Students should have read chapter twenty-two. This chapter explores how
relationships form part of our identity. In this chapter, Josie’s time with her
mother is a place she belongs; therefore, solidifying Josie’s belonging and
identity. Students need to think about an event or day that you spent with
someone special to you that made you feel like you belonged.
Students have to pretend to be a director and have to create a scene based on
this event. Student can use their software of choice or their books. Students
should be reminded that this scene is to be made entertaining.
o You have to cast someone to play yourself and the other people in the
scene.
o Create settings and costumes (using images or drawings)
o Create a Soundtrack (at least one song for the scene)
o Create dialogue
o Accompanying text to justify their choices.
 Syllabus content
EN5-7D - evaluate the social,
moral and ethical positions
represented in texts
Teaching and learning activities Resources
Week Three, Lesson Three: See appendix 7 for
tips on how to create
 Students should have read chapter twenty-five. Conscience Corner Activity: a persuasive
argument handout.
The question to consider: Should Josie tell her Mother that Marcus Sandford
is her biological father? See appendix 12 for
how to write a letter
In groups of 3: handout.
1 student is Josie
1 student is to convince Josie to tell
1 student is to convince Josie not to tell
Students will come together, and all the Josie’s will tell the class why they
made their decision.
 Students are to pretend to be Josie and write a letter to Nonna after the
events that took place in chapter twenty-five. The letter should discuss the
moral dilemma Josie is now in.
 As a class read chapter twenty-six (only 4 pages). Discuss Josie’s decision
not to tell her mother about Marcus Sandford.
 Syllabus content
EN5-1A - Create sustained texts,
including texts that combine
specific digital or media content,
for imaginative, informative, or
persuasive purposes that reflect
upon challenging and complex
issues
EN5-3B - create literary texts
with a sustained 'voice', selecting
and adapting appropriate text
structures, literary devices,
language, auditory and visual
structures and features for a
specific purpose and intended
audience
Teaching and learning activities Resources
Week Three, Lesson Four: See appendix 10 for
how to create a
 Students should have read the whole book now. This activity requires dream board
students to look at page 208 – 210. Students are to rewrite the passage (from handout.
pages 208-210) as an inner monologue from Jacob’s point of view.
 Focusing on chapter thirty. Jacob repetitively says he wants more out of life
now. Students are to Create a dream board for Jacob based on what “more”
could mean for him. Students also need to accompany their dream board
with a justification as to why Jacob would desire to do the things that are on
the dream board you created.
Week Four, Lesson One: See appendix 11 for
how to create a
 Now that students have completed reading the book. Students are to pretend cover letter.
to be Josie or Jacob and write a letter to their past self (the Josie and Jacob
from the beginning of the novel).
 It has been 10 years after the events we’ve read about in this book. Josie is
now applying to the biggest law firm in Sydney, Write a cover letter for her.
 Syllabus content
EN5-5C - create literary texts
that reflect an emerging sense of
personal style and evaluate the
effectiveness of these texts
EN5-6C - create imaginative
texts that make relevant thematic
and intertextual connections with
other texts
Teaching and learning activities Resources
Week Four, Lesson Two:
 Create a new cover for the book and a new title for “Looking for Alibrandi.
Students can use a software of their choice.
 If you were to write a book about your life so far, what would you entitle it.
Students are to come up with a title and write an opening passage to their
own book.
Week Four, Lesson Three: See appendix 12 for
how to write a letter
 Create a soundtrack for the novel and come up with justifications for each handout.
song. The justification should include what scene and chapter the song is
meant to be in. (Minimum of 15 songs)
 Students are to write a letter to the author with their final impressions of the
plot, the characters and the meaning of the novel.
 Syllabus content
EN5-5C - create literary texts
that reflect an emerging sense of
personal style and evaluate the
effectiveness of these texts
Teaching and learning activities Resources
Week Four, Lesson Four:
 Students are to pretend they are going to write a sequel. Students are to come
up with a title and write a summary for the sequel.
The students could think about:
o What major events would be in it.
o What characters would the book be focusing on?
o Would it be from Josie’s point of view again or a different character.
 Students are also to create a book cover for their sequel.
Appendix 1
Appendix 2

Josephine Alibrandi – Looking for Alibrandi by Melina Marchetta

“Rituals. They come and they go, but the ritual of having to see my grandmother every afternoon drives me absolutely insane. So I dawdle,
because I know it gets on her nerves and my main objective in life at the moment is to get on my grandmother’s nerves.” - page 33.

“Personally I feel that the HSC is the least of my problems. Believe me, I could write a book about problems. Yet my mother says that as
long as we have a roof over our head we have nothing to worry about. Her naivety really scares me.” – page 5.

“I think I had it worst. My mother was born here so as far as the Italians were concerned we weren’t completely one of them. Yet because
my grandparents were born in Italy we weren’t completely Australian.” – page 7.

“Picture this. School captain of St Anthony’s. Son of a member of parliament. Greatest debater who ever lived. Good-looking. Popular. Tell
me, what more could I want out of life? For him to be equally in love with me, that’s what.” – page 41.

“No matter how much I hate Poison Ivy, I want to belong to her world. The world of sleek haircuts and upper-class privileges. People who
know famous people and lead educated lives. A world where I can be accepted. Please, God, let me be accepted by someone other than the
underdog.” – page 32.
Appendix 3

HOW TO CREATE A CHARACTER MOOD BOARD

What is a mood board?

A college of images, samples and text to reflect a specific mood, aesthetic, personality.

What could you include in your character mood board?

You could include sample pictures of what the characters room would look like. Pictures of artists/bands or actors that the
character may like. Lyrics from the character’s favourite songs. Colours and images that represent the character’s mood.

What to make your mood board out of? For this activity, you can either create your mood board on Microsoft Word or
PowerPoint using images from the internet or you can use a piece of paper and use cut outs from the magazines provided for
you. You will need access to the internet either way as you may find it helpful to look up songs, artists, images to assist you in
finding this appropriate for the character. If you are using a piece of paper remember you can draw, write and create texture as
part of your mood board.

Why create a mood board for a character? Characters have thoughts and feelings that are not fully expressed in the text.
The audience always have gaps to fill in, especially in regard to the characters likes, dislikes and all the personal details of their
everyday life. A mood board allows the audience to use their imagination to fill in the gaps and envision the characters world;
therefore, the audience can gain a better understanding of the character and the novel.

Examples:

Images can be found at:

https://centeredbydesign.com/create-mood-board-interior-design/
https://www.bustle.com/articles/123614-7-ways-making-a-mood-board-can-improve-your-life
https://gamestorming.com/mood-board/
Appendix 4

COMPOSING A NEWSPAPER REPORT:

Newspaper Structure:

1) Catchy Headline (something to catch the viewers eye).

2) Byline (contains the authors name eg. by Joseph Smith).

3) Who? What? When? Where? Why? How?

4) Important Information
(Can include: Witnesses, character reference, what lead to the event).

5) Other general information background information

(Can include: the subjects relationship with others, days before the event).

What else can a newspaper report include?

Newspaper reports includes the facts; however, a newspaper report can also be
sensationalised in engaging viewers. Newspapers can often be biased, showing only
one side of the story. Eyewitness accounts and character references can be used in
newspaper reports to further support the journalist argument of account of the event.

Tips for composing your own newspaper report:

 Make sure you would like to read the newspaper article based on the
Headline. An interesting headline is needed to engage the reader.

 A newspaper report often projects a particular point of view. When you are
writing your newspaper report consider why you are writing the article. What
is the purpose of the article? e.g. to account an event, create a profile of a
person doing bad, etc…

 A newspaper report has to be interesting, informative and entertaining.

A journal needs to tell the truth, speak their mind and provide descriptive
Detail.
Appendix 5

Villain Name: __________________________________________________________________________

Superpowers:
_____________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Appearance:
_________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

What is the Villain’s goal? (e.g. Does the villain want to kill the hero?):
__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________
Appendix 5

What is the villain’s backstory? How did the villain become evil?

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________
Appendix 5

Draw your villain:

Appendix 6

A free verse poem has no regular rhythm and does not abide by any structures or limitations that other poem
types adhere to. Literary techniques that are commonly found in poetry such as alliteration and metaphor can
still be used in free verse poems; however, these techniques do not have to be used. Free verse poems can
often use natural speech patterns to create flow and tell a story. Stanzas are used in poetry to group lines
together to create a rhythmic system and group together ideas.

Things to consider when creating a free verse poem:

 Think about how you are going to divide the ideas in your poem up.

 Write a couple of drafts and think about the structure of your poem while editing.

 What kind of literary techniques could you include in your poem?

Here is a list of a few techniques you could use:
Alliteration, metaphor, simile, hyperbole, onomatopoeia, assonance, imagery, rhyming, personification,
repetition, symbolism and rhetorical question

 You are embodying a character to write this poem, so consider the set of expressive and language
techniques they use. What literary and language techniques match how your character would express
themselves?
Appendix 6

Example of a Free Verse Poem:

The source can be found at https://slideplayer.com/slide/14112106/

Appendix 7

A strong argument must contain:

 Credibility – Your argument should contain evidence from the resource you are talking
about and can even include further research.

 Focus – All your smaller arguments or points need to come back to one succinct
argument.

 Relatable – The audience needs to understand and experience your point of view. You
should consider how your argument can engage your audience through making
connections to situation everyone experiences.

 Rebuttal – You should consider how the opposition could argue against your point of view
and prepare a rebuttal argument. Find evidence to refute the opposition’s claims.
Appendix 8

You will have to use Microsoft Word and the Here are some examples:
internet.

What to include in your characters dating

profile:

 User name, age, location, height, eye colour,

ethnicity, language, star sign, hobbies and
interest, a profile picture.

 A section where the character describes

themselves.

 A section where the character describes what

they are looking for in a partner.

 Remember your profile should look like an

actual dating profile you would find on a site.
Appendix 8

Here are some examples:

You can find these profiles at:

https://www.pinterest.com.au/zoosk/onl
ine-dating-profile-examples-for-
women/

https://sex.sofeminine.co.uk/find-
love/how-to-write-online-dating-
profile-s1202898.html

https://www.pinterest.com.au/pin/5219
95413049981479/
Appendix 9
Appendix 10
Dream Board
What is a dream board?
A dream board is a college of images and
texts that represent what you would like to
visit, see, explore, feeling and experience in
the future.

What could a dream board include?

A dream board could include pictures of
destinations that you would like to visit, tour
dates for artists’ future tours, images that
represent a feeling you wish to experience
more of in the future, a career path, an idea
of what your future family will look like and
things you would like to buy.

Here are some examples:

You can find these examples here:

https://www.aliadventures.com/the-beyond-vacation-dream-board/

https://www.guide2secret.com/2011/02/how-you-can-manifest-your-
dreams-with-the-vision-board/

https://aromaticwisdominstitute.com/manifest-aromatherapy-dreams-
vision-board/
Appendix 11

How to write a cover letter:

What is a cover letter?

A letter that explains the documents that it is attached with. The cover letter we are referring to for this task is a cover letter for a
resume. Therefore, the letter is aimed at convincing a business to read the rest of the resume in hopes that the person writing
the letter with get hired. A cover letter is part of a person’s application to a job and should explain why the person would be an
asset to the company based on their prior job experience.

What a cover letter could include?

 An introduction to the applicant. Perhaps, the introduction could include a list of personal qualities that speaks to the
persons character.

 The letter should demonstrate that the skills and experiences the person has obtained matches the job they are after.

 The letter should explain why you want this job and what you would do with the opportunity.
Appendix 11

Example of a cover letter.

Start by addressing the company

by name.

Include your details on Include the date and what

the cover letter, so the job you are applying for.
company knows how to
contact you for an
interview or meeting. Remember to use formal language and
address the reader by their title e.g. Mr
Smith. If you do not know who you are
addressing the letter to, simply write
Sir/Madam.

Make the company want to

read the rest of your resume.
Persuade the company that
you are the one for the job.
Remember: When creating
a persuasive argument, you
must have evidence. In this
case, the evidence is the
skills that you have obtained
through previous jobs or
experiences.
Appendix 12

First, the writer’s address

HOW TO WRITE A LETTER should be displayed in the top
right-hand corner.
The address of the
person or company that
they letter is addressed
to should be display on
the left-hand side. Include the date that
the letter was written.

Remember to use formal

language and address the
receiver by their title (unless
this is a letter to someone you
know and regarding personal The content of your letter
matters). should be broken into
paragraphs. Remember
paragraphs are used to
break up different ideas.

Your letter should have an

appropriate signoff. eg. Yours
Sincerely, Kind Regards.
Followed by a space and then
the authors name.

This letter and more information on writing letters can be found at:
https://www.slideshare.net/Majorick/format-of-a-letter-of-complaint-published