Eng_Yr8_Unit2

DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan English

C 2 C

Unit Outline

Name

Teacher

Class

Analysing the representations of teen issues in a novel Year Level

Unit

Duration

8

2

5 weeks

In this unit students read a novel that explores teen issues. Students draw on the understandings developed in Unit 1 to analyse a teen issue from a novel.

Curriculum intent: 

Content descriptions





Language/Cultural Considerations

Teaching Strategies

Language Literature Literacy

Text structure and organisation

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication

The nuances inherent in certain words will not necessarily be understood by EAL/D students. Students in the Beginning and Emerging phases of English language learning will be developing a repertoire of everyday vocabulary rather than investigating nuanced language.

Use spoken activities to model such language choices and to allow students the opportunities to use these language structures before writing. Use vocabulary building exercises such as word clines to consider the emotional effect and strength of certain words against others. Use everyday vocabulary as headings under which students can write alternative words, accompanied by a symbol (such as a + or –) to show whether these carry positive or negative connotations.

Enable students in the Beginning and Emerging phases of English language learning to use more simplistic

Responding to literature

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups

Recognise, and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts

These are areas where EAL/D students can be actively drawn into conversations, demonstrating varying values and viewpoints, and discussing country, identity and culture.

Use students as a resource to deepen this discussion if they are happy to participate.

Examining literature

Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understandings and appreciation of aesthetic qualities

Intertextuality relies upon the audience sharing cultural capital with the author. EAL/D students may not have

Interacting with others

Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives

Many cultures do not expect students to challenge texts.

The writer is seen as ‘expert’. In some cultures, challenging viewpoints is a dangerous activity. This means that some students may experience difficulty and/or reticence in both challenging perspectives and in justifying this opinion. Modal verbs tend to be acquired late in the EAL/D learning progression and are an important feature of effective academic writing.

When introducing the task, explain that this is culturally acceptable in Australia and show public examples (such as editorials) where this occurs regularly. Provide models for how this response can be structured, including the language features required. Give extra support around modal verbs.

Interpreting, analysing, evaluating

Analyse and evaluate the ways that text structures and

C2C adapted with permission by NT DET © The State of Queensland 1 of 17 www.det.nt.gov.au

vocabulary until they have mastered this.

Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims

The appropriateness of quoting sources and the use of punctuation differ from culture to culture.

Explicitly model the conventions around the use of examples, quotation and substantiation of claims.

Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

Cohesive devices such as lexical chains and ellipsis require developed academic language. EAL/D students in the Beginning and Emerging phases of English language learning will be using simple cohesive devices until they have developed sufficient skills to use these.

Allow opportunities for oral activities that develop these skills. Enlarge a section of text and highlight cohesive devices (using different colours). Note that lexical cohesion also works on subtle cultural levels. For example, some may find a clear relationship between

‘popcorn’ and ‘movie’, while others may not. Give students in the Beginning and Emerging phases of

English language learning the opportunity to practice simple cohesive devices before requiring them to engage in more advanced activities.

Understand the use of punctuation, conventions including colons, semicolons, dashes and brackets in formal and informal texts

Punctuation varies in different languages. In some languages it does not exist, and in other languages the symbols used are different. For example, in German all nouns are capitalised, while some languages have no capitals. Colons, semicolons and brackets may not be features of an EAL/D student’s first language.

Explicitly teach punctuation, ensuring that EAL/D students understand both the symbol and the function of punctuation. seen/read/heard many of the texts that teachers assume will be well known.

If there are intertextual references, ensure that all students have seen the reference in its original form and then explicitly show the links between texts.

Expressing and developing ideas

Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause language features vary according to the purpose of the text and the ways that referenced sources add authority to a text

This is an opportunity for useful work around language, its structure and its meanings for EAL/D students.

Explicitly address these structures, language features and purposes.

Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

Use comprehension strategies to interpret and evaluate texts by reflecting on validity of content and credibility of sources, including finding evidence in the text for the author’s point of view

EAL/D students will be at different points on the EAL/D learning progression so comprehension strategies should not be assumed.

Identify EAL/D students’ levels of reading comprehension and provide support as appropriate.

Introduce new comprehension strategies, such as inferring, using explicit teaching around familiar texts.

Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener

Creating texts

Create imaginative, informative and persuasive texts that raise issues, report events, and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate

Many EAL/D students, particularly those in the

Beginning and Emerging phases of English language learning, will not have the oral, visual or written language proficiency required to achieve in this task.

Provide text structure frameworks within which to write specific types of texts. Use model texts to demonstrate and explain the steps in a type of text. Engage students in teacher – led joint construction of new types of texts.

Provide guided writing outlines to support students with text structure, vocabulary lists of common and necessary information (which students have time to study and research prior to the task), and support in using the technology needed to produce these texts.

Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness


Students in the Beginning and Emerging phases of

English language learning still trying to master simple clause structures will find this task difficult. Punctuation differs from language to language, and some languages have no punctuation.

Ensure that students have a firm understanding of simple clauses and sentences before attempting to explain complex sentences that contain embedded clauses. Explicitly model the punctuation required for an embedded clause, and explain that this is an easy way for students to identify such clauses.

Understand the effect of nominalisation in the writing of informative and persuasive texts

Nominalisation removes the person or thing responsible for the action and leaves information in an abstract form, for example, ‘evaporation’ refers to the process by which a liquid is turned into vapour. This may be confusing for some EAL/D students in the Beginning,

Emerging and Developing phases of English language learning.

Provide charts that show the process and the nominalised form side by side (for example the process of turning liquid into vapour – evaporation), and encourage students to translate these words into their first language where possible.

Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning

Intertextuality relies upon the audience sharing cultural capital with the author. EAL/D students may not have seen/read/heard many of the texts that teachers assume will be well known.

If there are intertextual references, ensure that all students have seen the reference in its original form and then explicitly show the links between texts.

Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts

This is an area where teachers can give great insights into language choice for EAL/D students.

Consider texts in English and across curriculum areas, and how language becomes more abstract as it becomes more academic. Unpack these abstractions, modelling thought processes to assist EAL/D students to understand how these can be understood.

Understand how to apply learned knowledge

C2C adapted with permission by NT DET © The State of Queensland of students’ own texts

In order to edit, students need to have the linguistic resources to identify mistakes. Errors are usually indicative of st udents’ positions on the EAL/D learning progression and reflect what they have yet to learn.

Provide opportunities for peer editing or editing with the teacher which can be informative activities for EAL/D students. Photocopy or print out their work, cut up the sentences and investigate together what effects can be created by manipulating the sentence or word order.

Use a range of software, including word processing programs, to create, edit and publish texts imaginatively

3 of 17 www.det.nt.gov.au

consistently in order to spell accurately and to learn new words including nominalisations

Spelling in English is developmental. In many other languages the spelling of words is phonetic, and so inconsistencies and variations in English may cause frustration for EAL/D students.

Give EAL/D students multiple strategies for learning to spell, including looking at what they ‘mean’ – their morphemes and word origin, as well as how they sound

– their phonemes and graphemes, and how they look – learning sight words.

General Capabilities and Cross-curriculum priorities

Literacy

Students will have opportunities to:

 comprehend texts through listening, viewing and reading

 compose texts through speaking, writing and creating

ICT capability

Students will have opportunities to develop skills in:

 creating with ICT

 operating with ICT

 communicating with ICT



managing and operating ICT

Critical and creative thinking

Students will have opportunities to develop skills in :

 inquiring- identifying, exploring and clarifying information



generating innovative ideas and possibilities



reflecting on thinking, actions and processes



analysing, synthesising and evaluating information

Ethical behaviour

Students will have opportunities to develop skills in:



understanding ethical concepts and issues


 reflecting on personal ethics in experiences and decision making

 exploring values, rights and ethical principles

Personal and social capability

Students will have opportunities to develop:

 social awareness

 self – awareness

 self- management

Relevant prior curriculum

Students require prior experience with:

 understanding how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text

 understanding and explaining how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as cause and effect and extended metaphors

 understanding that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences

 identifying and exploring ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts

 planning, drafting and publishing informative and persuasive texts selecting aspects of subject matter and particular language to convey information and ideas.

Curriculum working towards

The teaching and learning in this unit works towards the following in Year 9:



understanding that authors innovate with text structures and language for specific purposes and effects



comparing and contrasting the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas



interpreting and comparing how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts



exploring and reflecting on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts

 using comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts.


Eight Learning Management Questions (LMQs)

When planning teachers make critical decisions around the Eight Learning Management Questions.

Supportive learning environment

Differentiation

LMQ 1, 2 &3: What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?

Consider the individual needs and values of your students — including EAL/D, Gifted and Talented and Special Needs and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural backgrounds.

Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual


learning needs.

The learning experiences within this unit can be differentiated by increasing:

 the frequency of exposure for some students

 the intensity of teaching by adjusting the group size

 the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:

 student groupings will offer tasks with a range of complexities to cater for individual learning needs

 rotational groupings allow for more or less scaffolding of student learning.

Feedback

LMQ 8 How will I inform teachers and others about the learner’s progress?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Establish active feedback partnerships between students, teachers and parents to find out:

 what each student already knows and can do

 how each student is going

 where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful

Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include:

 interpretation and evaluation of texts

 ability to find evidence in the text for the author’s point of view

 ability to identify and explain the language features of narratives



ability to construct expository text.

Use feedback to inform future teaching and learning.


Reflection on the unit plan

Identify what worked well during and at the end of the unit for future planning.

Reflection may include:



activities that worked well and why

 activities that could be improved and how

 monitoring and assessment that worked well and why

 monitoring and assessment that could be improved and how

 common errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation)



differentiation and future student learning needs.

Assessment

LMQ 7 How will I check the learners have made progress?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.

Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

Monitoring student learning

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to provide feedback about how students are going and where they need to go next. Specific monitoring opportunities in this unit include:

Student work samples

Use student responses to monitor:

 reading comprehension — check how well students use comprehension strategies to interpret and evaluate texts

 analysis of text — check students’ understanding of language features in narratives and how well students can write an analytical paragraph which refers to specific evidence from a text.

Build peer and teacher conferencing into lessons so that the construction of the analytical essay (assessment task) is gradual and time is allowed for the editing and ‘shaping up’ of responses.


Assessing student learning

Assessment — Written analytical essay

Students analyse how a teen issue is represented in Tim Winton’s novel Lockie Leonard, human torpedo .

This assessment provides opportunities to gather evidence of student learning in:

Language

Text structure and organisation

 Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims

 Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives

Expressing and developing ideas

 Understand the effect of nominalisation in the writing of informative and persuasive texts

Literature

Responding to literature

 Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups

Literacy

Creating texts



Create imaginative, informative and persuasive texts that raise issues, report events, and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate

Sequencing teaching and learning

LMQ 5 & 6: What will constitute the learning journey and what are the contexts for learning? Who does what?

The relationship between what is taught and how it is taught is critical in maximising student learning.

Start with what your students already know and set goals for the next steps for learning.

Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiences

A suggested teaching and learning sequence is outlined below. For further information about learning focuses and teaching strategies, refer to the lesson overview and lesson plans.

Unpacking the text


 previewing and making predictions about the text

 comparing the novel and visual texts



reflecting on Unit 1 assessment and preparing for Unit 2 assessment

Teen issues and events



identifying teen issues and events



examining text structure and language features in a news article



writing a news article based on an event in the novel

Analysing texts



analysing social and cultural messages

 analysing the language of narratives

 analysing text and language features

The analytical essay

 using evidence in analytical writing introducing an analytical essay

 developing an argument

Reviewing and refining

 expanding an argument

 reviewing the argument

 editing and completing the analytical essay

Making judgements

How do I know how well my students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

Achievement standard


In this unit, assessment of student learning aligns to the following components of the Achievement standard.

Receptive modes (listening, reading and viewing)

By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints.

They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.

Productive modes (speaking, writing and creating)

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences .

They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.


Lesson overviews


Introduction to Lockie Leonard



Lockie Leonard, human torpedo

(1 of 3)

 preview and make predictions about the novel

develop and apply knowledge and understanding of characters in Lockie Leonard, human torpedo

Teen issues: Bullying (2 of 3)

 compare written and visual depictions of bullying on Lockie’s first day at high school by answering comprehension questions

 identify narrative structures (problem/solution) through continued reading of the novel

Feedback and preparing for assessment (3 of 3)

 reflect on and self-assess the results of the reading assessment from Unit 1



introduce the task requirements of the analytical essay task in Unit

2

Differentiation LMQ 1,2 &3:

Resources LMQ 4


Class set Winton, T 2007, Lockie Leonard, human torpedo , Puffin Books Australia, Ringwood, Victoria.

Short story: When the wolves howl I smile edStudio: Lockie Leonard, human torpedo (Studio key S6713665)

Note: The edStudio, Lockie Leonard, human torpedo, is an online environment where students can access sheets and undertake activities . Alternatively, students may be provided with hard copies of sheets.

DVD : Winton, T 2007, Lockie Leonard: growing up can be a hairy business , Australian Children’s Television Foundation, Fitzroy, Victoria.

Pre-identify textrelated key excerpts that refer to the following characters: Lockie, Phillip, Vicki, ‘the big kid’, Squasher

Marked student scripts from Unit 1

Sheet : Guide to making judgments (from Unit 1)

Sheet : Assessment task

Sheet : Guide to making judgments

Helpful information

Concept mapping software program (e.g. bubbl.us at bubbl.us

https://bubbl.us/ or Inspiration at Inspiration Software Inc http://www.inspiration.com/



Growing up (1 of 3)



compare written and visual depictions of adolescent relationships in the novel Lockie

Leonard, human torpedo and the television series Lockie Leonard, growing up can be a hairy business

 analyse and discuss how rising tension can position a reader to accept a viewpoint on an issue

Breaking news (2 and 3 of 3)



revise news media texts

 model text structure and language features in a news article



write a news article based on an event in the novel



peer conference a news article using the

Editing Checklist




tag sections of the novel to assist with searching and locating relevant material for this lesson. Students can choose one of three possible stories. Advise students to use sticky notes or tags to identify information in the text.

 finishing the novel is the goal for the end of week two. Manage class and own time by setting appropriate reading goals for students.

Structure reading time throughout lessons five and six so that students have time to complete the reading and writing expectations.


Resources LMQ 4


Class set — Winton, T 2007, Lockie Leonard: human torpedo , Puffin Books Australia, Ringwood, Victoria. Chapter 8 ‘Trouble-free zone’ and Chapter 9 ‘I should be so Lockie’

Class set — Winton, T 2007, Lockie Leonard, human torpedo , Puffin Books Australia, Ringwood, Victoria. Chapter 16 ‘Trying to fly straight’, Chapter 19 ‘A tiny flickering light’,


Chapter 21 ‘Police Corruption’

DVD — Winton, T 2007, Lockie Leonard: growing up can be a hairy business , Australian Children’s Television Foundation, Fitzroy, Victoria.

Upload the sheets Peer editing checklist — breaking news, Angelus farewells Sgt Griffin (clean copy ) and Breaking news to the school network so that students can work independently.


Tag sections of the novel to assist with searching and locating relevant material for this lesson. Students can choose one of three possible stories. Advise students to use sticky notes or tags to identify information in the text.

Finishing the novel is the goal for the end of week two. Manage class and own time by setting appropriate reading goals for students. Structure reading time throughout lessons five and six so that students have time to complete the reading and writing expectations.


Analysing texts

Social and cultural messages (1 of 3)



analyse plot, novel structure and sequence of events in Lockie Leonard, human torpedo



interpret social and cultural messages in the novel and television series



discuss the social and cultural messages of the novel and television series and the links to text structure and language features

Analysing the language of narratives (2 of 3)



identify the language features of narratives at word and group level including grammatical theme and lexical cohesion

 explain the implied meanings of representations of characters and events in the novel

Analysing text and language features (3 of 3)



recognise specific language choices used in literary texts and analytical expositions



analyse, evaluate and discuss the effects of specific language choices in the construction of a thesis



experiment with evidence to substantiate ideas and create cohesive arguments


Resources LMQ 4

Analysing texts

Class set : Winton, T 2007, Lockie Leonard, human torpedo , Puffin Books Australia, Ringwood, Victoria.

DVD : Winton, T 2007, Lockie Leonard: growing up can be a hairy business , Australian Children’s Television Foundation, Fitzroy, Victoria.

Images : three or more interesting characters (e.g. a surfer, an elderly person, a dancer)

Locate the following characters from the novel and tag page numbers which contain noun groups and descriptions of their appea rance and actions: Squasher; Borax; Boof ‘the big kid’, the bogans.


Website : morgueFile (for images)



Using evidence in analytical writing (1 of 3)



substantiate arguments with textual evidence



focus on cohesion — text connectives

 structure an argument

Introducing an analytical essay (2 of 3)



continue to refine analytical writing skills to include causal and additive text connectives and nominalisation

 develop a thesis that draws conclusions about the viewpoints of Lockie Leonard, human torpedo on a selected teen issue

 apply text structures associated with introductory paragraphs, refining and clarifying as necessary

Developing an argument (3 of 3)



use the text structures and language features of an analytical essay



create paragraphs to support their thesis



use direct quotation to substantiate claims



use cohesive devices to ensure coherence


Resources LMQ 4


Winton, T 2007, Lockie Leonard, human torpedo , Puffin Books Australia, Ringwood, Victoria.



Expanding an argument (1 of 3)



apply knowledge of the text structures and language features of analytical essays by creating body paragraphs and a conclusion

 use direct quotation and cohesive devices in writing


Resources

Reviewing the argument (2 of 3)



finalise body paragraphs and conclusion



introduce peer and self-review processes

 undertake peer-teacher conferencing


Winton, T 2007, Lockie Leonard, human torpedo , Puffin Books Australia, Ringwood, Victoria.

Website : ReadWriteThink: Student Materials: Comic Creator

Website : ‘Create Your Own AMULET Graphix’ Scholastic

Website : ‘ Goosebumps graphix: make your own graphix’ Scholastic

References http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012 https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspx

http://www.scootle.edu.au/ec/p/home

Editing and completing the analytical essay (3 of 3)



finalise editing and reviewing advice regarding the structure and language of analytical essay drafts



produce a final draft of their analytical essay exploring the way a teen issue is represented in the novel Lockie Leonard, human torpedo


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