TARA BUCKLEY
1/1/19
STAGE 5 ENGLISH- PERSPECTIVES PROGRAM (HOODWINKED)
Outcome
EN5-7D
understands
and
evaluates
the diverse
ways texts
can
represent
personal
and public
worlds
EN5-8D
questions,
challenges
and
evaluates
cultural
assumptions
in texts and
Activity

Introduce the new topic of ‘perspective’ to students.

Define perspective and brainstorm (or list) some things that shape a person’s perspective.
This could include:
 Their context- the time and generation in which they grow up
 Their preferences
 Who they associate with/have been associated with
 Experiences (Good and Bad)
 Culture etc.


Complete the attached sheet ‘Different Perspectives of Social Groups. On the right is a series
of descriptions/LABELS and they must colour or highlight the boxes (across) that match up
with what they THINK the label is, i.e. Female may be predominantly mothers, office workers,
netball players.
Discuss why we perceive people this way and how perception is changing with the LGBQT
community/social media etc.

Get them to define stereotype, and make a list of people who DEFY the stereotype they are
often given, i.e. James Charles as a man in the makeup industry.

Complete the attached sheet ‘Cultural Perspectives’, answering the questions listed (As a
whole class or small groups where you can assign one individual to a group and share)

Read aloud the story ‘The Shell’. Answer the questions on the last page and discuss the
perspective(s) that are represented in the story.

Have students define the concept of a fairytale and a parable. Brainstorm examples
of each and discuss how they are different/similar (potential venn diagram
representation)
Resources/Assess
ment
 Perspective
Handouts
 Advertisem
ents
 Hoodwinke
d (Film)
 Scene by
Scene
Analysis
Sheet
 Hoodwinke
d TEEEL
Structure
document
Registration/Differenti
ation
TARA BUCKLEY
1/1/19
STAGE 5 ENGLISH- PERSPECTIVES PROGRAM (HOODWINKED)
their effect
on meaning.

Create a table of texts that fit both classifications or clearly only fit into one or the
other

Discuss: what is an appropriation? Why is it important to appropriate texts?

List as many appropriations you can think of, of older tales etc.
 Read the following fable “The Werewolf” by Angela Carter
https://biblioklept.org/2012/06/03/read-the-werewolf-a-short-fable-by-angela-carter/
It is a short fable that relates to Little Red Riding Hood

Define Fable. How does this story fit the description?

In the table below state the similarities and differences between the original ‘LRRH’
and ‘The Werewolf’. You must include quotes and where possible techniques.
LITTLE RED RIDING HOOD

EN5-3B
selects and
uses
language
forms,
features and
structures of

THE WEREWOLF
Students are familiar with the general story line of Little Red Riding Hood and ask
them to verbally recount these in a discussion
They must track the event on a narrative structure line (like a hill) including the
following features:
1. introduction
2. series of events
 ‘Archie the
Big Good
Wolf’ by
Allan Baillie
 ‘Little Red
Riding
Hood’ by
Schenk De
Regniers
 ‘She’ by
Rosa Guy
 ‘The Shell’
by Colin
Thiele
 Print
Advertisem
ent PPT
TARA BUCKLEY
1/1/19
STAGE 5 ENGLISH- PERSPECTIVES PROGRAM (HOODWINKED)
texts
appropriate
to a range of
purposes,
audiences
and
contexts,
describing
and
explaining
their effects
on meaning.
 ‘Into The
Woods’ and
analytical
table
3. climax
4. resolution
5. conclusion



Once they have done this with specific events they are to use the narrative structure
to trace TWO potentially different story lines:
one from the lumberjacks perspective and one from the perspective of the wolf
Students choose which of the storylines would be most effective in engaging a
modern audience, and write this into a creative piece
Ask students to clearly identify the components of their final piece that address the
following:
1. Perspective
2. Audience

View Hoodwinked- asking students to pay particular attention to the different
perspectives show, and how they relate

Have students create a web of the perspectives conveyed in the film- The Wolf, Red,
Granny, The Woodsman etc.

On the lines that connect the characters you write the way in which their stories or
perspectives link/differ

Use the Scene by Scene analysis sheet and re-watch each of the accounts from the
characters, filling in the relevant parts of the table
PERSPECTIVE SHOWN:
QUOTE:
TECHNIQUE:
EXPLAIN:
 ‘Writing
Analytical
Sentences’
worksheet
 Example
Essay
 Assessment
Item OneHandout
TARA BUCKLEY
1/1/19
STAGE 5 ENGLISH- PERSPECTIVES PROGRAM (HOODWINKED)
The Wolf-
Red-
EN5-1A
responds to
and
composes
increasingly
sophisticate
d and
sustained
texts for
understandi
ng,
interpretati
on, critical
analysis,
imaginative
expression
and
pleasure.
Granny-

Using the focus question: ACCOUNT FOR THE DIFFERENT PERSPECTIVES SHOWN IN
‘HOODWINKED’ students complete the assigned tasks in ‘Hoodwinked TEEEL’ structure
document
Part of TEEEL
T
Topic Sentence
What should be included:
Your topic sentence should include your main idea about THAT
particular perspective. In this case, it should DESCRIBE the perspective
that is shown.
E
Expand
Further explain HOW that perspective is shown, i.e. Granny and her
costuming, Wolf and his actions as a reporter being misunderstood etc.
E
Example
Include a quote and TECHNIQUE from the film.
E
Explain
Now explain WHY that quote shows the perspective, i.e. does it
reinforce the image, give more background information to the actions
of that individual…
L
Link
Link everything you have said BACK to the question, i.e. this shows us
that the perspective of __________ is shown through __________, to
make the audience understand ___________.
Your response:
TARA BUCKLEY
1/1/19
STAGE 5 ENGLISH- PERSPECTIVES PROGRAM (HOODWINKED)

Students complete this table for EACH perspective they outlined in the Scene by
Scene analysis- the information collated in this table will be used to write an essay in
response to the focus question.

Once students have completed the above table, their ‘Your Response’ column should
combine to make a paragraph (hopefully similar in structure to a TEEEL).

Have students go into pairs for a quick introductory activity, and log onto a computer.


Do the ‘Point of View Refresher’ Kahoot that can be accessed via this link
https://kahoot.com/explore/point-view-refresher/

-Once the Kahoot is completed, define each of the POV’s in writing and their
meaning/words used in this style of narration:
First Person:
Second Person:
Third Person:
Third Person Objective:
Third Person Limited:
Third Person Omniscient:






EN5-2A
effectively
uses and
critically
assesses a
wide range
of
processes,
skills,
strategies
and

Once this has been done, complete the attached ‘Point of View Worksheet 1’.
- Discuss the answers as a class and what words were used in each passage that
indicated narrative point of view etc.
- Complete the ‘Point of View Worksheet 5’ which required students to identify
the narrator’s perspective. You may need to go through the first few with the
kids
- Once they have completed this, discuss the answers with students and get
them to identify which perspective they enjoy the most and why
TARA BUCKLEY
1/1/19
STAGE 5 ENGLISH- PERSPECTIVES PROGRAM (HOODWINKED)
knowledge
 Now students have an understanding of the different writing perspectives and
for
language associated with them, quickly recap the pronouns associated with each and
responding
what tense is best suited to what perspectives
to and
composing a
 Introduce creative writing activity below:
wide range
of texts in
Imagine three voices
different
1. someone who has lost something important to them – either solid, like a watch, or abstract, like
media and
a voice or a memory;
technologies
2. a narrator telling the story about the person who has lost something; and
3. someone who knows where the lost thing is hidden, and who will tell the reader in lines put in
brackets.
Spend ten minutes writing as if you were the person who has lost something important. Don’t worry
too much about how it sounds, but do write as clearly as possible. How do you feel about the lost
thing? What does it look, smell and feel like? What will happen if you don’t get it back?
On a new sheet of paper, spend ten minutes writing as the narrator.
Do the same for the person who knows the secret.
Read through what you have written. Underline arresting lines.
On a new sheet, write out lines from your three voices, arranging them together as a poem. Think
about what you want the reader to know, and when. What story are the voices telling? Which voice
should have the first line and which one the last?
When you are satisfied, write your new poem. At a later time, look at your poem again. Cut out as
many words as you dare.
Finalise your composition.

Share responses and discuss the differences/similarities between the writing styles
and content. Account for these in discussion
TARA BUCKLEY
1/1/19
STAGE 5 ENGLISH- PERSPECTIVES PROGRAM (HOODWINKED)
(All
Assessment
outcomes)
EN5-9E
purposefully
reflects on,
assesses
and adapts
their
individual
and

Introduce Assessment Item One- Essay.

Unpack the assessment with students and go over a brief structure for an essay (with
related text)

Show students ‘Example Essay’ and read through as a whole class (in entirety)

Have students label the parts of the essay- introduction, body, conclusion etc.

With each ‘part’, label the components that are present in the essay (Examples are on
the attached example essay in resources’

Introduce chosen related text ‘Into the Woods’.

View film and fill out accompanying table ‘Quote, Shot, Technique, Effect’

Once viewing is completed and table is filled out, choose 3 select quotes to be
included in essay. Use the ‘Writing Analytical Sentences’ table to structure the 3
analytical sentences needed.

Allow students time to compose their responses (Computer Room)

To affirm student understanding of perspective, and methods of persuasion, view
‘Advertisement PPT’ and complete the discussion questions attached.

Reflect on Unit.
TARA BUCKLEY
1/1/19
STAGE 5 ENGLISH- PERSPECTIVES PROGRAM (HOODWINKED)
collaborativ
e skills with
increasing
independen
ce and
effectivenes
s