VCE Unit Plan Overview
Year Level:​ 12 EAL
Area of study: ​AOS1 - Reading and Creating Texts
Group Name: ​Audrey Revani (s4597124) and Saba Hashemalhosseini (s4603608)
Specialisation Workshop Teacher: ​Dr. Wendy Church
Differentiated learning focus
To have effective lessons, teachers need to take into account the different abilities of the students, different learning styles, and different cultures of students which will significantly affect
students’ performance in class. As Tomlinson (2006) stated, teaching in its purest sense is not finished until learning happens for every learner because teaching without learning is not ideal.
Therefore, differentiation applied in this unit plan is of content, delivery, and assessment considering students’ learning styles and preferences. For instance, Aboriginal-related video is used
as an authentic multimodal text, which increases students’ awareness of cultural settings ​and differentiates the content of lessons (VCAA Action 1.3 2018). To cater for different learning styles
and diverse abilities, multimodal content and assessment are regularly implemented in the classroom. In addition, tasks that require movement and collaboration with peers aim at engaging
auditory and kinesthetic learners. With regard to teaching strategies, the teacher observes and monitors students’ work closely to define diverse abilities and plan accordingly, utilises various
delivery modes to explicitly teach and scaffold, and provides students with timely feedback and individual guidance.
Victorian Teaching and Learning Model Rationale
The guidelines of policy documents and standards are the major considerations when planning the unit. Diverse abilities are catered for through differentiation as well as clear goals and
assessment tasks (HITS 2017). Attempts have been made to engage all students through a variety of meaningful tasks and technological tools (AITSL 3.4 2018). Authentic learning and
higher order skills, which are essential to achieving the unit outcomes, are developed through concept maps, multiple exposures, and ongoing assessment tasks (VCAA 5.1 & 5.3 2018).
Metacognitive approaches are taken to increase self and peer-evaluation skills, goal-setting and tracking in the short term, and autonomous learning in the long term (HITS 2017).
Furthermore, various personalised and class tasks that aim to provide students with evidence of their learning and progress are included in the lesson (VCAA 1.4 2018). Finally, developing
students’ analytical skills and creativity is the central focus of the unit in order to achieve key knowledge and skills.
Exam Preparation:
Various approaches have been adopted to prepare students for the exams. The policy documents, EAL study design, exam reports, and advice for teachers’ document have been thoroughly
examined to design the appropriate tasks. A variety of formative assessment tasks have been used for the purpose of learning, i.e., understanding the set texts, viewing them through
analytical lenses, forming opinions about them, and expressing opinions in written and spoken forms.
Moreover, the mock exam from the previous year intends to prepare students for exam conditions, e.g., pen and paper, concentrating for a long period of time, and problem-solving. The
problem-solving, which is a higher order skill, is developed throughout the lesson. For instance, negotiation of roles in group works, researching, and discovering various concept-mapping
tools are among a few of the tasks that target problem-solving. In addition, Various visual techniques have been introduced in the class for planning before writing. Categorising thoughts and
ideas can affect the quality and design of the writing tasks in exam.
For EAL, the students were expected to only do one of the two task sets, either it is analytical text response or creative response task (EAL Study Design 2016). In this unit plan, the SAC task
implemented is the creative response task. According to the SAC Report, it was stated that there is only a small number of schools who chose to assess Outcome 1 with a creative despite its
benefits on developing employability skills in the future. Regarding producing creative response to text, VCAA Advice for Teachers (2015) stated that this type of creative response text is
beneficial for the students in the long term because it enhances students’ self-management skill. The key skills that are expected from the students are evaluating, monitoring, and being held
accountable of their own performance, along with developing better articulation of their visions and ideas. Students are also encouraged to be better at planning, organising, and taking
initiative as they will need to collect, analyze, and organising information prior to composing the text (ibid, 2015). Creative employees are significantly demanded in the labor market and
workers are expected to be not only demonstrating knowledge-based skills, but also incorporate creative practices in work settings (Ambrose 2017; Henriksen et al. 2018).
1
UNIT PLANNER - EAL (Unit 3)
LEVEL: 12
DURATION: 6 weeks
AREA OF STUDY
Area of Study 1: Reading and Creating
Texts
Key Knowledge
● an understanding of the world of a text and the
explicit and implied values it expresses
● the ways authors – create meaning and build the
world of the text – respond to different contexts,
audiences and purposes
● the ways in which readers’ interpretations of texts
differ and why
● the features of a range of literary and other written,
spoken and multimodal texts
● the conventions of oral presentations and
discussion
● the features of analytical interpretations of literary
and other texts: structure, conventions and
language, including relevant metalanguage
● the features of creative interpretations (written,
spoken and multimodal), including structure,
conventions and language, and how they create
voice and style
● the conventions of spelling, punctuation and syntax
of Standard Australian English.
KEY SKILLS
● explain and analyse
– how the features of a range of
texts create meaning and how
they influence interpretation
– the ways readers are invited to
respond to texts
● identify and analyse the explicit and
implied ideas and values in texts
● examine different interpretations of
texts and consider how these
resonate with or challenge their own
interpretations
● synthesise ideas and interpretations
to develop an interpretation of their
own
● apply the conventions of oral
presentation in the delivery of spoken
texts
● apply the conventions of discussion
● use textual evidence appropriately to
justify analytical responses
● plan analytical interpretations of texts
● develop, test and clarify ideas using
discussion and writing
● plan creative responses to texts by
– analysing the text, considering
opportunities to explore meaning
– selecting key moments,
characters, themes worthy of
exploration
– taking account of the purpose,
context, audience in determining
Outcomes:
On completion of this unit the student
should be able to produce an analytical
interpretation of a selected text, and a
creative response to a different selected
text.
OVERVIEW OF TOPICS COVERED
Two set texts: Into the Wild (movie
directed
by
Sean
Penn)
and
Seventy-Two Derwents from Like a
House on Fire (short story by Cate
Kennedy)
METALANGUAGE / KEY WORDS
● Tone
● Volume
● Pitch
● Theme
● Plot
● Character
● Protagonist
● Antagonist
● Exposition
● Climax
● Resolution
● Resistant reader
● Dominant reader
● Cinematic technique
● Camera shots
● Camera movement
● Camera angles
● Sound and lighting
● Demeanour
● Dialogue
● Motifs and symbols
● Structure
● Settings
2
●
●
●
●
●
the selected content and
approach
develop and sustain voice and style
in creative responses
transform and adapt language and
literary devices to generate particular
responses, with consideration of the
original text
explain and justify decisions made in
the writing process and how these
demonstrate understanding of the
text
draft, review, edit and refine creative
and analytical interpretations to texts
for expressiveness, accuracy, fluency
and coherence, and for stylistic effect
apply the conventions of spelling,
punctuation and syntax of Standard
Australian English accurately and
appropriately.
3
OVERALL EXPERIENCES AND
TRANSFER GOALS
Students will have the following
experiences in this unit:
● Student keeps journal to exercise
their writing skills
● Creative writing task: writing a
journal entry
● Mini oral presentation on a topic
relating to the movie
● Collaborative tasks and group
discussions
● Jigsaw reading
● Mock exam
● Character analysis diagrams
● Extensive use of ICTs for task
substitution, augmentation, and
modification (Puentedura 2010)
● Teacher scaffolding
● ICT use and skills development
SAC TASK:
The task will involve students to produce a ​creative response written text of ​700 to 800 words as
suggested by the VCAA SAC Report. SAC task will be taken under examination condition in which
students finishing their work in one sitting. Students are not allowed to refer to their copies of text or
any other resources during SAC. However, students can only bring their notes sheet to assist them
during SAC task. They have to demonstrate the key knowledge and skills that have been delivered in
prior lessons leading to SAC task (VCAA 2016).
In the SAC Report, apparently there is only a small number of schools who chose to assess Outcome
1 with a creative despite its benefits on employability skills in the future. According to ​VCAA Advice
for Teachers (2015), producing creative response to text is beneficial for the students in the long
term. The task enhances their self-management skill, in which the students are expected to evaluate,
monitor, and being accountable of their own performance, along with developing better articulation of
their visions and ideas. Students are also encouraged to be better at planning, organising, and taking
initiative as they will need to collect, analyze, and organising information prior to composing the text
(ibid, 2015). Creative employees are significantly demanded in the labor market and workers are
expected to be not only demonstrating knowledge-based skills, but also incorporate creative
practices in work settings (Ambrose 2017; Henriksen et al. 2018).
STUDENT PRIOR LEARNING
● Pre-requisite subjects should be
considered
● Students have become familiar with
the requirements of the written
explanation in Unit 1.
● If students produced a text response
task, to achieve an S for Outcome 1,
they need to produce some creative
work. Similarly, if their SAC task was a
creative piece, they need to produce
some analytical work on a set text as a
separate task.
In relation to long-term independent
accomplishments, students are expected
to develop student agency, autonomy,
thinking creatively, meta-cognition
abilities, critical analysis skills,
self-management, and self-regulation
among others. By using different types of
digital tool and resources such as
mind-mapping, LOTUS diagram, and
journaling skills, they will be able to
incorporate the skills needed in the
future.
4
WEEK
LESSON
1 (1.5 h)
W
E
E
K
1
Key Knowledge/skills
●
Goals:
- To identify what
we know
- To introduce the
unit
- To set class
and individual
goals
- To practice
analytical
reading
●
an understanding of
the world of a text and
the explicit and
implied values it
expresses
how the features of a
range of texts create
meaning and how
they influence
interpretation
LEARNING EXPERIENCES
Warm Up​:
Goal-setting:
Students engage in an introduction task to practice ​metacognitive​ skills.
This task can trigger curiosity and interest in the future lessons and
increase ​student agency​ and ​engagement​.
First, categories, e.g., expectations from the teacher, expectations from
the class, their current understanding of this VCE EAL unit (reading and
creating text), individual goals for this subject, goals for VCE year, their
knowledge of the set texts, etc., are identified on the board and students
write their answers on sticky notes and stick them on the relevant columns
The teacher reviews the notes with the whole class and presents an
overview​ of the subject and formative assessment tasks.
In addition, personal​ journals​ are distributed, in which students write their
short-term and long-term goals and concerns as well as a summary of
what they are required to do to achieve those goals.
Setting the context of the text
Three or four ​posters​ relevant to the theme of the story and its characters
are installed on the walls. The poster display different ​cultural settings
that students can relate to (VCAA Action 1.3 2018)
Students walk around, look at the posters and take notes of what they
think the story is about (Appendices 1). This activity is adapted from
Specialisation Saturday Workshop.
This task is another introductory activity that can trigger curiosity and
engagement through ​multimodal delivery​ and ​higher order thinking
(Lombardi 2007).
Formative and Summative
Identifying students’​ prior knowledge​ and
skills, which is included in the first task, is
crucial for whole-class and individualised
goal-setting (HITS 2017).
Students write a paragraph in their ​journal
about the page they read and analysed today.
They can ​choose​ writing a summary, main
points, or their understanding. By viewing the
task, the teacher can ​identify students’
understanding, handwriting, spelling,
vocabulary and grammar knowledge. These
first assessments serve as ​evaluation of
participation and are ​for learning​ and
diagnostic purposes.
By ​observing ​students’ group and individual
work during reading comprehension, the
teacher can identify areas of strength and
weakness of ​individuals​ in reading ​skill​.
The reflection Poll aims at providing
opportunities for students to ​demonstrate their
understanding​ and for the teacher to adopt the
required approaches in ​future lessons​ to
ensure learning. Moreover, this can be
considered a ​differentiated ​approach because
students with lower literacy levels​, who
would otherwise be reluctant to produce written
texts, can participate and submit answers.
5
Afterwards, students share their ideas in groups and write a paragraph in
their journal as a pre-text analytical writing practice.
Teaching and Learning Tasks​:
Reading comprehension:​A few paragraphs of the text are projected on
the board. Students are asked to ​skim​ the text, i.e., reading quickly for the
main ideas, tone, and point of view, and answer three or four general
questions that are linked to the world of the text and the ​explicit
messages​ it is trying to convey.
The teacher then distributes the worksheets that comprise specific
questions and reads the text ​aloud​ while students try to answer the
questions.
Next, students ​scan​ the text to answer open-ended and matching
questions in order to identify ​implicit values​ of the text in addition to
some features of the text that influence the reader.
The reading comprehension tasks, throughout the lessons, comprise
explicit​ teaching of the skills and content by the teacher in order to ​guide
and scaffold​ learning. In fact, the ​structure​ is required for VCE students
academic success (DET 2018; VCAA 2016). For instance, explicit
guidance is given about the effective reading techniques and critical
analysis of the texts.
However, ​various delivery modes​ are used to teach the content, e.g.,
videos, diagrams, posters, prezi presentations, online quizzes,
self-directed research, etc. due to the impact of using ​multimodal ​forms
of delivery on learning outcomes (Tomlinson & Strickland 2005).
In order to cater for ​inclusion and differentiation​, the lessons are shared
on Google
Classroom to be accessed anytime and by every student.
Finally, reading aloud and ​modeling​ the correct pronunciation can
promote ​reading and listening skills​ of the EAL learners (VCAA 2016).
6
Reflection:
Polleverywhere​ is used to Upvote or Downvote class tasks, students’
experiences, and to check understanding of the taught material. This
reflective ​activity can provide the teacher with appropriate ​feedback ​on
the lesson and students’ learning.
2 (45 mins)
Goal/s:
- To use ICTs
safely and
ethically
- To read
analytically and
collaboratively
- To KUD our
progress
● the ways authors create
meaning and build the
world of the text, respond
to different contexts,
audiences and purposes
● identify and analyse the
explicit and implied ideas
and values in texts
Warm Up:
In the beginning of each lesson, the goals, i.e., identifying the valid
sources of information online, analysing texts, etc, and the rationale for
task-choice is written on the board. This is an attempt to enhance
students’ ​metacognitive​ abilities to become autonomous lifelong learners.
Autonomous​ learners take ​initiative and responsibility​ for the ‘what’
and ‘how’ of their learning (Dickinson 1995).
The KUD reflection and evaluation is submitted
online to be reviewed by the teacher for future
lessons.
Acceptable ICT use ​agreement​ is devised with the help of students, in
which the consequences of misconduct are mentioned in order to allow for
safe and ethical use of ICTs​ to create a safe learning environment
(Appendices 7)
Teaching and Learning Tasks
The teacher introduces some ​metalinguistic​ elements relevant to
identifying the ​context​ and how it affects the emotions and shapes the
viewpoint of the audience.
Jigsaw Reading​: students read more pages of the reading in a
collaborative ​manner. They expand their own understanding by
explaining for and ​teaching their peers​ in order to develop
communication skills. ​This ​instructional strategy​ can be regularly used in
class, e.g., during group work each member is assigned roles and informs
others of their findings,​ as it is highly effective for deep and meaningful
learning
(​Grzega & Klüsener 2011).
Reflection
7
A ​KUD reflection​ activity is done briefly to evaluate students’ learning and
make decisions about the required planning (Tomlinson & Moon 2013).
Student list their ​k​nowledge, e.g., vocabulary, ​u​nderstanding of the
content, and skills (what they can ​d​o), e.g., critical thinking, skim-reading,
etc.
8
3 (1.5 h)
Goals:
- Understand and
analyse the
characters to
understand the
author’s
intentions
- Practice
researching
- Share and
reflect
● explain and justify
decisions made in the
writing process and how
these demonstrate
understanding of the text
Warm-up
A matching activity is done in groups of four to ​review​ the characters of
the text and present their roles, viewpoints, personalities, etc.
Teaching and learning Tasks
The teacher Prezi-presents the other aspects of the story and author’s
approach towards the characters and the themes, e.g., the ​characters​’
thoughts, actions, experiences and relationships (VCAA 2016).
In groups, students draw a ​cline​ to put the characters in the order,
positive roles to negative. This can enhance deeper understanding by
providing ​visuals​.
Students use the books or online ​resources​ by the teacher and their own,
e.g., ​https://learn.lexiconic.net/characters.htm​, to ​research​ the most
common types of ​characters​ who appear in different genres of stories.
Furthermore, they research the metalanguage in groups.
Various forms of informal assessment
techniques are used to observe students’
progress. It is intended to differentiate tasks
and assessments to cater for ​learning styles
and ​skill-levels​.
The teacher can observe students’ performance
during the matching, cline, and researching
tasks to identify ​learning styles of individuals
based on the ​roles they take on in the group,
manager, editor, scriptor, researcher, etc.
Finally, KUD is a comprehensive template for
self or class evaluation. This template can be
highly ​inclusive and differentiated as students
can track their individual learning and progress,
consult the teacher and set goals, and take
action to achieve those aims. The teacher can
use it as ​assessment for learning and
teaching​.
Students write three of their most or least favourite character types on the
class ​Padlet​.
Identifying the reliable resources, researching, gathering and organising
the information, and using the information are indicative of improved
digital literacies ​and are essential ​21st century skills​ (Jarson 2015).
Reflection
Students are asked to write about their experience and seek clarification
using the ​KUD​ model on sticky notes and install it on the reflection board
(VCAA Action 5.3 2018)
9
4 (1.5 hr)
W
Goals​:
E
E
K
2
- Revise the
previous
lessons
- Collaborate and
take initiative
- Create
character
timeline
- Learn to use a
sophisticated
online tool
- Develop higher
order thinking
skills
- Reflect and
personalise
Warm-up:
Similar to the previous section
QR code ice-breaker and revision
Students move around the class to scan the QR codes in groups. Each
link leads to an article on a website, a picture, or a video. These sources
are used as ​revision​ at the beginning of the lesson. Students work in
groups​ to answer the questions on the worksheet. Each group ​presents
a few of their ideas for the class to check their answers and practice
speaking​.
This is a multimodal task and can be effective in engaging students via
collaboration​, ​movement​, and ​authentic texts​. Students are expected
to read/view a variety of unchanged real texts which are linguistically rich,
cognitively demanding, and ​engaging​ (​Xerri 2012). Due to the possible
cognitive demand for EAL students, this activity is used to revise the
previously learned materials, to provide students with opportunities to
expand their understanding, and to prepare for the day’s lesson.
Learning and Teaching Tasks:
Students engage in creating ​character timelines​ in groups of three. This
can be drafted on paper. However, online tools, e.g.,
https://www.timetoast.com/, ​can​ be used to create and alter the
descriptions as the lessons continue.
The short presentation of ideas based on the
QR codes worksheet can assess critical
thinking. Moreover, it encourages ​all members
to participate in the activity (assessment ​as
learning). Students are expected to ​take
initiative​, ​maintain dialogue​, assign roles, and
interact to perform the task. This task aims to
assess understandings in an​ integrated​,
engaging,​ and ​non-threatening​ manner.
Characters’ timeline is another ​differentiated
ongoing​ assessment. Students can change
their ​visual ​representations of themes and
characters throughout the lessons.
Furthermore, they have a ​choice of how ​they
present their work, e.g., vertical bar chart
timeline (to display importance of each
character in different timelines depending on
the events of the story), chronology charts, etc.
As a result, they develop ​21st century skills ​by
interacting with more advanced programs and
tools that are used in the ​workplace for
businesses​. The following link is an example:
https://www.smartsheet.com/timeline-maker
Students analyse the characters and organise them in the timeline
according to their appearance, roles, and changes throughout the story
(Appendices 5).
This activity requires high command of ​analytical ​and ​synthesising​ skills
and can trigger ​conversation​, ​interaction, ​and ​negotiation​ among group
members.
Students use the characters’ timeline and character analysis tasks to start
planning the 7-minute role play in groups. They can create an outline and
(in the future lessons) work on writing a ​short script​ for the ​introduction,
main events, and conclusion​, which would cover the theme, symbols,
10
characters, etc. and represent their interpretations of the text.
Reflection
Students write on ​exit slips​ at the end of the lesson. In order to allow for
authentic​ learning, learners complete sentences to reflect on their
learning and ​make connections​ between the content and ​themselves​,
e.g., I think …… is an interesting character, because……, or I feel
connected to …… because …… . This is a chance to
11
5 (45 mins)
Goal:
-Participate in
conversation
-Compare and
work on technical
aspects of your
writing
-Write and share
Warm-up
● the conventions of
spelling, punctuation and
syntax of Standard
Australian English.
● apply the conventions of
spelling, punctuation and
syntax of Standard
Australian English
accurately and
appropriately.
Jenga Conversation
Students engage in an ice-breaker gamified conversation task to answer
questions about their goals and revise the previous lesson.
Teaching and Learning Tasks
The teacher projects ​sample writings​ on the board and asks students to
identify the errors in groups in order to raise awareness of various
analytical texts​ and common ​errors in writing​.
The improvements on these two categories are reviewed in class and
explicitly​ taught by teacher. Thus, students critically encounter
successful examples​ of the final tasks and become aware of what is
expected of them via gradual backward design (AITSL 2017). Moreover,
providing worked examples and in this case, analytically reading and
analysing the example writings in collaborative activities, can contribute to
meaningful learning (​Clark & Mayer 2016).
Each member writes a paragraph and ​analyses
a character​. Teacher’s questions and
scaffolding can guide this task. Students are
expected to use the metalanguage in addition
to conventions of spelling and punctuation,
Group writings are shared on ​Padlet​ for
formative assessment, ​peer​ feedback, and as
evidence of student learning work
A​ list​ of common misspelled words is created using the writings of this
class and the previous ones. The teacher reviews the most common
mistakes with students and mentions some spelling rules. The list is
distributed as a handout for students’ practice (Appendices 2).
Reflection
Consensogram ​is used to understand the individual and whole-class
perceptions of the lesson. The following is an example template:
12
https://leappqualityclassroomtools.weebly.com/consensograms.html
6 (1.5 h)
Goals:
-Learn about
various
interpretation
techniques
-Research
-Discuss your
approach in a
video response
● the ways in which readers’
interpretations of texts
differ and why
● examine different
interpretations of texts and
consider how these
resonate with or challenge
their own interpretations
● the ways readers are
invited to respond to texts
Warm-up:
Students ​brainstorm ​ideas about different methods of text interpretation.
The teacher can guide this introductory task by providing ​visual support,
e.g., ready-made mind maps.
Students’ video responses and the diagrams
provides the teacher with information about
their critical thinking skills and knowledge set
Teaching and learning Tasks:
A short ​video​ is shared online to be watched by the groups of three, in
which ​critical reading, interpretation, and features ​of the text are
explained with tangible examples as well as the use of some
metalanguage​ (​https://youtu.be/uuToNMwXG68​).
The teacher ​scaffolds ​the content and provides more example. Next,
students research the provided resources and draw ​mind maps, ​e.g., a
fishbone diagram, to categorise what they have learned from the video.
The mindmaps of the groups are uploaded on Padlet for peers to see.
Collaboration and researching creates opportunities for initiative-taking
and authentic learning. Each member takes on roles after negotiation and
communicating.
Reflection
Students record video responses of themselves, in which they explain
their diagram and the process of creating it.
13
W
E
E
K
3
7 (45 mins)
●
Goals:
- Express
yourself
- Discuss and
analyse
- Develop
reading skills
- Revise in a
gamified
manner
- Categorise in
LOTUS
●
synthesise ideas and
interpretations to
develop an
interpretation of their
own
use textual evidence
appropriately to justify
analytical responses
Warm-up
Polleverywhere​ is used to create visuals of students answers: 3 words to
describe the story, characters, setting, or author. This task has the
potential to engage everyone, even students that would not otherwise
speak up.
Teaching and Learning Tasks
Students watch ​https://youtu.be/2c0ntuOUBUY​ to be exposed to further
analysis of the text. They discuss it in groups. A worksheet can be
designed to guide the discussion.
Analytic Bookmarks​ are used for the reading
comprehension section. Students answer in
groups of three and submit it on Google
Classroom. This activity is dapted from Spec
Sat workshop (Appendices 8)
LOTUS​ or mindmap to categorise their ideas
and plan for the task
Share with teacher and receive feedback
Reading comprehension
Some pages of the story are read individually (using the skimming and
scanning technique) and discussed in groups of three with a focus on the
author’s approach towards themes of the text, e.g., events, setting, and
the tone.
This is expand deep understanding of the text.
Reflection
Kahoot​ is used to formatively assess students’ understanding of the story
in a gamified manner (Appendices 3). Students compete to identify correct
answers about the main theme, characters,symbols, implicit meanings,
and point of view in addition to being exposed to the previously taught
metalanguage. This can address the need to use ICTs in class to expand
learning opportunities (AITSL 2017).
http://vels.vcaa.vic.edu.au/support/graphic/lotus
.html
Kahoot formative assessment
14
8 (1.5 mins)
Goals​:
- Think
analytically
- Practice
speaking
- Revise and
expand learning
- Write!
- Reflect and give
feedback on
tasks
Warm-up
● the features of text
● plan analytical
interpretations of texts
● draft, review, edit and
refine analytical
interpretations to texts for
expressiveness, accuracy,
fluency and coherence,
and for stylistic effect
Poster quotes are installed on the walls. Students move around the class,
analyse them, and express their opinion.
Teaching and Learning Tasks
Worked examples of high, medium and low sample texts are provided to
be reviewed. Areas of strength and weakness are identified and
improvements suggested.
This is an opportunity for lesson ​revision​, e.g., character timelines,
vocabulary, spelling of names and places, main events and themes.
Performance descriptors or criteria is given to
students and they ​write first draft ​of analytical
writing on the set text, i.e., Seventy Two
Derwents from Like a House on Fire.
They edit their work outside and inside of class
and submit their work to receive feedback on
accuracy, fluency, coherence, style, and
analyticality.
Reflection
Surveymonkey​, which comprises rating and open-ended questions, is
used to gather feedback on students’ experiences.
15
9 (1.5 h)
Goals:
- To experience
exam conditions
- To evaluate
progress
(knowledge and
skills)
In order to help students become familiar with the year 12 exams, a ​mock
exam is conducted, in which students provide analytical text responses in
conditions similar to VCE final exams.
Students make notes on their ​journal about
their areas of strength and weakness based on
the exam criteria.
The exam ​criteria ​is provided by the teacher on the online platform so that
students ​self-assess​ their performance (Appendices 6).
The teacher can review some of the text
responses of learners to ​gather informal ​data
on their progress.
- To self-record
progress
16
W
10
E
(1.5 hours)
E
K
4
Goals:
- To introduce the
new part of the
unit
- To introduce the
discussed
movie ‘Into the
Wild’
- To introduce
analytical terms
of a cinematic
work.
● the features of analytical
interpretations of literary
and other texts: structure,
conventions and
language, including
relevant metalanguage
● The features of a range of
literary and other written,
spoken, multimodal texts.
● apply the conventions of
discussion
Warm-up
Adapted from
https://myenglishimages.com/wp-content/uploads/2015/07/Island_Survival
_Game.pdf​ . Teacher shows students the ​“Island Survival”​ sheet
showing random items with the question, which of these items would you
like to have with you on a deserted island? Limit to three items and ask
students to give reasons why they would want to use those items more
than others. Get them to discuss the topic of how to survive in the wild,
coming from modern world.
Using ​KWHL chart ​(​see Appendices 11 for
bigger figure)​ as ​formative assessment, ​after
explanation, students fill in what information
they have ​K​nown, what they ​W​ant to know,
H​ow can they learn more about it, and what
they have ​L​earned during the lesson. The chart
then is given to teacher to be used the next
week.
Explicit Teaching and learning Tasks
-
-
-
-
-
Prezi presentation to introduce the director, movie details and
assessment task criteria to the students for ‘Into the Wild’ movie
by Sean Penn.
Teacher then divides the class into two groups to promote
collaborative learning​, which push the students to be actively
participating in shared responsibilities and producing outcomes
(HITS 2017). One group is responsible to make a ​mind map on
what the elements of a short story are using MindMup web tool,
https://www.mindmup.com/#storage and the other makes mind
map of the elements of analysing movies. The mind map will be
projected by the teacher and then discussed. This collaborative
learning also promotes ​differentiation​, as students can guide
one another and share devices if its availability is limited.
After highlighting the difference of movie with written literature on
previous activity to establish ​prior knowledge​, moving on to the
topic of cinematic techniques.
Introduce students to Foley (sound effects in movies) by
watching
this
clip
https://www.youtube.com/watch?v=WnozP8OWeik to make
students aware that there are some aspects in movie production
that sometimes go unnoticed yet important.
In another ​Prezi presentation, ​introduce students to general film
analysis terminology. Teacher distributes handout adapted from
https://www.oma.on.ca/en/contestpages/resources/free-report-cin
17
-
-
ematography.pdf and plays the opening scene of the movie (at
least 13 minutes of the movie).
Divide the students into groups of three to encourage
collaborative
learning
which will develop ​effective
communication and teamwork (including cross cultural
awareness and ​interpersonal​) skills (Semple, 2000). Each group
will be responsible for each element of film techniques (e.g.
sound/music, setting, character) and get them to take notes
during
opening
scene
using
https://cdn.itvs.org/FSTAT1_visual_grammar_of_film_lesson_pla
n.pdf​ (p. 10) as a template.
To summarize the lesson, the groups discuss the nature versus
city life topic, which one they prefer and what they think of
Christopher’s journey.
Reflection
PMI chart is used to get students to jot down what is the plus, minus, and
interesting parts of the topic of Nature versus City Life. Chart template was
taken from: ​https://www.globaleducation.edu.au/verve/_resources/pmi.pdf
18
11
(1.5 hrs)
Goals:
- To get better
understanding
of the movie
- To introduce the
discussed
movie ‘Into the
Wild’
- To develop
thorough
note-taking skill
● the features of analytical
interpretations of literary
and other texts: structure,
conventions and
language, including
relevant metalanguage
Warm-up
Teacher plays a clip from
https://www.youtube.com/watch?v=OSWqw6y7OcE
depicting a survival trip in Mäpuru Homelands, Northern Territory ​as a
strategy to implement ​multiple exposures to support transfer of learning
and to introduce ​cultural setting of Aboriginal and Torres Strait Islander
(HITS 2017; AITSL 2017). This activity can illustrate how people can
survive in the wilderness and also promote ​differentiation​.
Bring back the ​KWHL chart result and address
to the whole class what the most common
things students want to know and discuss with
the classroom as the students’ assessment on
prior knowledge.
‘After-watching’ exit pass as the formative
assessment.
Teaching and learning Tasks
-
-
-
Teacher plays the rest of the movie. Total duration of the movie
is two hours and 28 minutes, therefore watching time will be
spread during two lessons. Students get into their previous
groups of three and start taking notes on their part. In the middle
of the movie, teachers paused it and start a discussion to direct
students’ focus on key ideas and key scenes.
Adapted
from
https://www.eslprintables.com/cinema_and_television/movies/dra
ma_movies/into_the_wild/Into_the_wild_movie__669456/ (p.3),
key scenes within the handout are discussed.
Students are expected to make thorough notes of the movie (e.g.
the characters and their experiences, relationships, actions and
thoughts, the setting, etc). Remind them to use dot points and not
writing in full sentences but only the key ideas.
Reflection
Provide an ​exit pass ​as below to accommodate self-assessment on their
learning and knowledge of cinematic techniques.
19
12
( 45 mins )
Goals:
- To get the
whole idea of
the movie and
its ending so
students can
make creative
text based on
the original
movie.
Warm-up
Set a five-minute time limit and in groups which have been formed before,
have students think up and write down as many facts as they can about
Into the Wild,​ whether it’s the characters, the events, the setting, etc. This
activity is adapted from ​https://eslgames.com/no-prep-warm-up-activities/
and can be used for assessing students’ ​prior knowledge ​of the movie.
Learning Tasks
Finish watching the movie while taking notes for better understanding with
previous template.
Reflection
Each group is expected to upload online ‘sticky notes’ to the set ‘board’
from Scrumblr (​http://scrumblr.ca/Into%20the%20Wild​ , see Appendices
12) based on their notes from watching the movie.
20
W
13
●
( 1.5 hrs)
E
E
K
5
Goals:
- To introduce the
analytical of
cinematic
elements on
‘Into the Wild’
movie
- To plan and
make draft on
upcoming oral
presentation
●
the features of analytical
interpretations of literary
and other texts: structure,
conventions and
language, including
relevant metalanguage
apply the conventions of
spelling, punctuation and
syntax of Standard
Australian English
accurately and
appropriately.
Warm-up
Students play ​Kahoot​ at the beginning class on the review of the movie to
assess their ​prior knowledge ​and deeper understanding of the movie:
https://create.kahoot.it/details/into-the-wild-review/2d61947d-bdab-428d-8
71d-1cfe42d0f24f
Explicit teaching and learning Tasks
Whole Classroom task
Unpack the movie analysis techniques. Teacher explains
explicitly with ​Prezi ​presentation. ​EAL Comprehension Booklet
(​see Appendices 14​) which is adapted from ​Specialization
Saturday ​resources on the movie’s setting, lighting and music,
characters and costumes, etc. will be distributed as
comprehensive tool to assist students.
Teacher distributes a ​map language from the movie that reveals
the director’s position on a key theme or idea. They will have to
locate which scenes that can be identified as turning points for
the main character (Christopher McCandless) or for the plot in
the movie for study (VCAA 2016).
Get students to discuss within their groups on their
interpretations of the characters, theme, and ideas on ​Into the
Wild​. Give students direction on the depiction of isolation,
self-reliance, and the unmatched power of nature.
Show a clip on YouTube
(​https://www.youtube.com/watch?v=6A3qofuTUGQ&feature=yout
u.be​) on how to deliver good oral presentation.
Divide the students into two groups based on lottery; one group
is ‘Wild’ group, and the rest is ‘City’ group. This is an individual
task and they each will have to prepare an mini oral
presentation on what the advantages and disadvantages of
living in either wilderness or urban area. To provide
differentiation, ​they are expected to deliver their presentation in
their own style; be it in video format, or in Prezi presentation, or
in writing a poem and recite it in front of the classroom, etc. in
accordance to their strengths. The metalanguage for the ‘Wild’
group is self-reliance, isolation, and power of nature. While for
‘City’ group, they have to include the topic of materialistic and
Write first draft ​of mini oral presentation on
Into the Wild​ movie. Upload to Google
classroom so they will be able to get immediate
feedback from the teacher. Students express
their ideas on what the advantages and
disadvantages of living in either ‘Wild’ or ‘City’.
They should connect it to theme of the movie as
well.
21
consumerist nature of modern living.
Reflection
SurveyMonkey ​with open-ended questions on what the themes of ​Into
the Wild ​is, what the setting significance, and character development
throughout the movie.
14
( 45 mins)
Goals:
- To revisit the
draft they have
completed in
the previous
lesson and
received
feedback in the
Google
Classroom
- To provide
students the
necessary
●
●
●
●
apply the conventions of
discussion
develop, test and clarify
ideas using discussion
and writing
apply the conventions of
spelling, punctuation and
syntax of Standard
Australian English
accurately and
appropriately.
apply the conventions of
oral presentation in the
delivery of spoken texts
Whole-class task
Individual task
Teacher discusses the feedback result from ​PeerGrade platform
and use it to perfecting the draft. Students revisit their drafts and
make appropriate revision during class. This gives them time to
have verbal feedback from the teacher and perfecting their drafts.
Reflection
Exit pass, ​write in a piece of paper:​ ​self-assessing on how well they
composed the draft and what are the needed steps to accommodate those
areas that need improvements.
Utilize ​PeerGrade​ as their online assessing tool
for their peers to help with marking the draft of
their presentation. Rubrics were designed for
the students to their self-assessing needs and
to assist in providing feedback for others. Each
student has to provide blind feedback for their
peers’ works before receiving their own. This
activity promotes deeper involvement with
learning content and more opportunity on
engagement. This assessment instrument is
helpful in assisting students to be more
reflective​ and ​responsible​ on their own
learning (Sharma, 2018)​.​ Teacher will have full
access during the whole process and monitor
the class’ progress.
- To introduce
analytical terms
of cinematic
work.
22
15
●
( 1.5 hrs)
Goals:
- To introduce the
new part of the
unit
- To introduce the
discussed
movie ‘Into the
Wild’
- To introduce
analytical terms
of cinematic
work.
●
●
●
develop, test and clarify
ideas using discussion
and writing
develop and sustain voice
and style in creative
responses
the features of analytical
interpretations of literary
and other texts: structure,
conventions and
language, including
relevant metalanguage
apply the conventions of
oral presentation in the
delivery of spoken texts
Individual task
Whole class task
Mini oral presentation ​of the advantages and disadvantages of
living in either wilderness or urban area are in accordance to
students’ preferences on the delivery. Each student is given five
minutes to discuss it. Peers are given task to give each other
feedback. The students are listed alphabetically and they have to
give feedback to the students in previous order. Teacher will
distribute rubrics to guide the feedback given.
Formative assessment ​of the mini
presentation by teacher and peer feedback.
Reflection
Exit slips ​with 3-2-1 questions of “What are the 3 things I have done
correctly during mini presentation today?”, “Write down 2 things I want to
improve from delivering today’s mini presentation” and “Write down 1 thing
you learn from teacher and peers’ feedback on my mini presentation.”
23
W
16
( 1.5 hrs)
E
E
K
6
Goals:
- To introduce the
convention of
creative writing
- To get the idea
of producing a
draft of creative
writing
- To get the
students to
choose their
focus on
creative writing
task
● plan creative responses to
texts by
– analysing the text,
considering
opportunities to
explore meaning
– selecting key
moments, characters,
themes worthy of
exploration
– taking account of
the purpose, context,
audience in
determining the
selected content and
approach
● draft, review, edit and
refine creative
interpretations to texts for
expressiveness, accuracy,
fluency and coherence,
and for stylistic effect
● apply the conventions of
spelling, punctuation and
syntax of Standard
Australian English
accurately and
appropriately.
● transform and adapt
language and literary
devices to generate
particular responses, with
consideration of the
original text
Warm-up
In ​Padlet ​classroom board, each student have to write as many sentences
as possible describing Alaskan wilderness, the setting of ​Into the Wild
movie. This activity can give them examples on how to use descriptive
words in their writing.
Teaching and learning Tasks
Introduce the topic of ​creative writing​ and all the aspects of
composing creative writing piece (​see Appendices 13, 15 & 16)​ .
Project on the board the writing samples of high, medium, low
creative text responses and identify to the whole class the areas
of improvement needed and the strengths in each sample (VCAA
Advice for Teachers 2015)
Planning the draft​: brainstorming with the whole class what will
go in the draft as a response to this task: “In the voice of the
character Christopher McCandless, write creative depiction of his
daily lifestyle in Alaskan wilderness. Take into account his
feelings and his choice of leaving every comfort (including family
and wealth) he had and enduring being ‘uncomfortable’ in the
wilderness.
They will have to upload the draft to Google Classroom so
teacher can assess it and give feedback as soon as possible.
They will have to take the teacher’s feedback into account and
revise their draft as homework to be used as the preparation for
completing SAC task.
Reflection
Complete the ​Purpose of Writing ​table (​see Appendices 18)​ and upload
it to the Google Classroom along with the first draft.
24
17
●
( 45 mins )
Goals:
- To give
feedback for
students to
improve their
creative writing
- To allow
students
perfecting their
writing skill.
●
●
draft, review, edit and
refine creative
interpretations to texts for
expressiveness, accuracy,
fluency and coherence,
and for stylistic effect
develop and sustain voice
and style in creative
responses
apply the conventions of
spelling, punctuation and
syntax of Standard
Australian English
accurately and
appropriately.
Teaching and learning Tasks
Teacher has checked students’ works online when uploaded to
Google classroom. Teacher also distributes students the
self-assessing questions (​see Appendices 17) ​so students can
check on their own works, along with getting written and verbal
feedback from teacher​. T
​ his will increase their ability to
self-assess and be responsible of their own progress.​ ​They make
revision on their drafts accordingly.
This draft/notes sheet can be used as learning tool to prepare for
their SAC task so they will know what to expect during the SAC
and what kind of piece they need to produce.
Reflection
SurveyMonkey ​for feedback of the teacher’s teaching style (what to
improve, what kind of activities they would like to have in the next lessons,
what the teacher’s strengths are, etc).
25
18
●
( 1.5 hours )
Goals:
- Summative
assessment of
students’
learning and
their ability to
produce
creative text.
- To evaluate
progress
(knowledge and
skills)
- To self-record
progress
●
●
apply the conventions of
spelling, punctuation and
syntax of Standard
Australian English
accurately and
appropriately.
transform and adapt
language and literary
devices to generate
particular responses, with
consideration of the
original text
develop and sustain voice
and style in creative
responses
SAC Task
Students need to write a sustained creative response to ​Into the Wild
while also demonstrate their understanding of the movie elements,
selecting key scenes, characters and themes worthy of exploration. They
will have to consider their purpose of the text and audience when selecting
their form and approach. Students are expected to choose
well-considered language, conventions and structure. They will have to
pick credible style to offer an insight into ​Into the Wild.​
Summative​ Assessment ​OF​ learning: SAC
Task
Creative writing options:
1. Rewrite a turning point event / scene from another character’s
perspective.
2. Using a key-quote from Christopher taken from the movie as the
headline, write an opinion piece as someone from the world of
the movie.
3. Write a creative piece that could be added as one of the movie
scenes where a gap exists, e.g. a lost scene that fits between
two key moments, a series of letters Christopher wrote, or a
character’s monologue / speech.
Students need to be able to justify the choices of language they used,
statement of their purpose and how the piece is influenced by the original
text in the writing process. This task is adapted from:
http://leesasblog.global2.vic.edu.au/?s=analysing+language&submit
=Go
26
APPENDICES
27
1)
Brainstorming Posters
2) Misspelled Word List Example
https://media.npr.org/assets/img/2016/01/06/poverty-baggage_custom-5ca2ff6402cc
89fde25abd5a4bf3a90a44f614fb-s800-c85.jpg
https://i.dailymail.co.uk/i/pix/2016/05/25/07/3495CE8E00000578-3607869-image-a-2
3_1464157913850.jpg
3) Kahoot Quiz Example for Seventy-Two Derwents
28
https://create.kahoot.it/details/085aea2a-5e64-4818-8cd1-35da5a0a10ea
29
http://susancanthony.com/bk/-pdf/sampage/swlist.pdf
4) Visualising-the-Plot Example Pyramid
5) Visual Character Analysis Example Pyramid
https://foxhugh.com/literary-elements/character-analysis/
https://www.nownovel.com/blog/how-to-make-plot-captivate/
6) Mock Exam Criteria and Essay Question
7) Acceptable Use of ICTs Agreement Sample
30
https://www.vcaa.vic.edu.au/Documents/exams/english/2018/2018EAL-deltxt-w.pdf
http://www.stmonica.catholic.edu.au/__files/f/3064/ICT%20Agreement%202016.pdf
8) Analytic Bookmarks Example
9) Character Timeline Example
This template can be adapted for different texts or used as a worked example in class
31
https://writersinthestorm.wordpress.com/2013/01/28/tracking-time-in-your-novel/
10) Kahoot Quiz Example for Into the Wild
11) KWHL chart
32
12) Scrumblr Examples of ‘Into the Wild’ Elements
13) Scalene triangle graphing the narrative arc
33
14) EAL Comprehension Booklet
15) Creative Writing Module
16) Writing a Creative Response
34
http://leesasblog.global2.vic.edu.au/?s=analysing+language&submit=Go
http://leesasblog.global2.vic.edu.au/?s=analysing+language&submit=Go
17) Grammar self-checklist
18) Purpose of the Writing table
https://obook3.oxforddigital.com.au/teacher/OB128/chunks/C0237.html
35
19) Reflection questions on creative writing - purpose and structure
20) Reflection questions on creative writing - links to original text
36
http://leesasblog.global2.vic.edu.au/?s=analysing+language&submit=Go
http://leesasblog.global2.vic.edu.au/?s=analysing+language&submit=Go
37
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39