DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES
Unit plan
Name
C2 C
English
Year Level
8
Teacher
Unit
1
Class
Duration
5 weeks
Teen representation in new media texts
Unit Outline
In this unit students listen to, read and view a variety of multimodal news media texts, including digital texts. They explore representations of teens in the texts to produce
close readings of excerpts selected from them.
Curriculum intent:
 Content descriptions
 Language/Cultural Considerations
 Teaching Strategies
Language
Literature
Literacy
Language for interaction
Understand how rhetorical devices are used to
persuade and how different layers of meaning are
developed through the use of metaphor, irony and
parody
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
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.
Recognise, and explain differing viewpoints about the
world, cultures, individual people and concerns
represented in texts
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
Texts in context
Analyse and explain how language has evolved over
time and how technology and the media have
influenced language use and forms of communication
EAL/D students may not be able to show the depth of
their understanding if they are required to respond in
extended written or spoken text.
Provide alternative methods of explaining this
information, such as graphic organisers, a teacher
interview, or creation of a multimedia response.
Metaphor, irony and parody are all elements of
language that are used once a firm grounding of
language, its nuances and its manipulation can be
understood. EAL/D students may not have had
sufficient time in English culture to understand the
English interpretations of these.
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
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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.
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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
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.
then explicitly show the links between texts.
Interpreting, analysing, evaluating
Analyse and evaluate the ways that text structures and
language features vary according to the purpose of the
text and the ways that referenced sources add authority
to a text
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 the
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
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.strategies should not be assumed.
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
Experiment with text structures and language features
to refine and clarify ideas to improve the effectiveness
of students’ own texts
In order to edit, students need to have the linguistic
resources to identify mistakes. Errors are usually
indicative of students’ positions on the EAL/D learning
progression and reflect what they have yet to learn.
Provide opportunities for peer editing or editing with the
Expressing and developing ideas
Analyse and examine how effective authors control and
use a variety of clause structures, including clauses
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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.
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embedded within the structure of a noun group/phrase
or clause
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,
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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.
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modelling thought processes to assist EAL/D students
to understand how these can be understood.
General Capabilities and Cross-curriculum priorities
Literacy
Students will develop skills in:

Text knowledge: comprehend texts through listening, viewing and reading

Text knowledge: compose texts through writing and creating

Grammar knowledge: understand and create texts using text features and grammar

Visual knowledge: understand and interpret visual knowledge.
Information and Communication Technology (ICT) capability
Students will develop skills in:
 Investigating with ICT to select appropriate and efficient sources of digital information in response to identified needs, inquiries and research questions.
Critical and creative thinking
Students will develop skills in:
 inquiring through identifying, exploring and clarifying information

generating innovative ideas and possibilities

analyse, evaluate and synthesise information

reflecting on thinking, actions and processes
Personal and social capability
Students will develop skills in:
 social awareness: identify and understand others’ emotions and viewpoints

social management: use listening skills, cooperate and communicate effectively with others cooperate and communicate effectively with others.
Relevant prior curriculum
Students require prior experience with:
 analysing how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance

comparing the ways that language and images are used to create characters, and to influence emotions and opinions in different types of texts

analysing and explaining the ways text structures and language features shape meaning and vary according to audience and purpose

using comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources

comparing the text structures and language features of multimodal texts, explaining how they combine to influence audiences.
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Curriculum working towards
The teaching and learning in this unit works towards the following in Year 9:
 comparing and evaluating a range of representations of individuals and groups in different historical, social and cultural contexts

analysing and explaining how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience
response

evaluating the social, moral and ethical positions represented in texts

analysing and evaluating how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or
visual choices.
Supportive learning environment
Differentiation
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 all 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
 intensity of teaching by adjusting the group size
 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 that allow for more or less scaffolding of student learning.
Feedback
How will I inform learners 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.

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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:
 students’ analysis and synthesis of how words and images are used and combined in news articles to position readers
 students’ use of specific vocabulary and complex sentences to construct paragraph responses
 students’ use of inferential comprehension strategies, including three level guide, main idea and inferring meaning, to gain an understanding of texts beyond literal
meaning
 students’ ability to evaluate texts and reflect on the credibility of sources and validity of their content, particularly texts located on the internet
 students’ capacity to respond in full and to justify their responses to questions by incorporating quotes or evidence from texts.
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
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 present and gather feedback about how students are going and where they need to go to next.
Specific monitoring opportunities in this unit include:
Work samples
Collect and check samples of student work to assess their ability to:
 interpret and analyse how combinations of words and images in news media texts are used to represent particular groups in society
 use comprehension strategies to interpret and evaluate texts
 use specific vocabulary and complex sentences that incorporate examples and quotations from texts.
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Assessing student learning
Reading comprehension task — Close readings in response to unseen questions about news media texts
Students write short responses to a reading comprehension task based on two news media articles.
Note: The news media articles used in this task are about Jessica Watson and her solo circumnavigation voyage. As the task is unseen, it is important that articles relating to
this topic are not explored in the body of the unit.
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
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
Interpreting, analysing, evaluating

Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to
a text

Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources including finding evidence in the text for
the author’s point of view
Sequencing teaching and learning
What will constitute the learning journey and what are the contexts for learning? Who does what? What do my students already know and can do? What do my
students need to learn? How do I teach it?
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.
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Exploring news media



Conceptualising news media
Portraying teenagers in news media texts
Positioning the reader
Understanding news media texts


Reading visual texts
Reviewing, revising and extending
Layers of meaning in news media texts


Interpreting stated and implied meanings
Finding main idea in written and spoken texts
Text and language features



The language features of news media texts
Modelled and independent paragraph construction
Examples, quotations and substantiation of claims
Applying knowledge of news media texts

Reading comprehension assessment
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, monitoring and 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
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interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Lesson overviews
Exploring news media
Conceptualising news media (1 of 3)
Portraying teenagers in news media texts (2 of 3)
Positioning the reader (3 of 3)

Share knowledge of communication mediums for
news media texts


Identify and make distinctions between breaking news
(news reports) and feature articles (opinion/intent)

Identify and explore a range of multi-model
media texts, including digital and print texts (e.g.
newspaper and magazine); television news
media, online news media (including ‘real time’
news streaming) and social networking texts
Skim media texts to interpret how words and
images are used to represent teenagers, and
how texts position readers in relation to teens


Define key terms — for example teenager,
adolescent, youth (word sets; collocation/close
association words)
Sort source articles according to level of perceived bias by
skimming and scanning (gender, cultural, social/socioeconomic, race, age)


Identify the language of appraisal (negative,
positive or neutral)
Skim titles and subheadings, images, captions, topic
sentences


Compare and contrast sample news media texts
to work on key identifiers (gender differences;
age differences; socio-economic factors)
Scan language features (e.g. loaded adjectives, subjective
descriptions, themes)


Distinguish between ‘hard’ news (breaking news;
current affairs) and ‘soft’ or social/entertainment
news (e.g. celebrity)
Define relevant terms including portmanteau
(blended) words
Differentiation
Resources
Article — Hoodies, louts, scum: how media demonises teenagers
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Concept map — Inspiration software or Web 2.0 concept mapping tool (e.g. bubble.us)
Website ― English for students: Portmanteau words
Sheet — PMI chart
Websites
BBC skillwise — Skimming factsheet, quiz and worksheet
BBC news school report: Glossary of common media terms
BBC skillwise — Scanning factsheet, quiz, game and worksheet
Media awareness network: How to detect bias in the news
Exploring news media: Source, and create multiple sets of a variety of current news media examples, of interest to students, from a range of print and electronic media.
Sources may include:
Courier Mail, and The Australian newspaper
ABC, SBS and Channel 9 news and Channel 10 news
Behind the News
Sky news, Wot news and Yahoo! news
Headline spot: Top stories
Time for kids
Blogs — National Geographic (Scroll down near the bottom of the page to locate blogs)
Source a range of news articles that include positive and negative stories about teenagers. Articles selected should allow students to identify the ways in which authors use
words and images to position readers. Articles (from current and historical sources that include a range of topics and perspectives (e.g. gender bias, Indigenous perspective))
should be selected. These may be sourced from:
Website — Aboriginal Australia resources — Newspapers (includes links to news articles that provide an Indigenous perspective)
Website — South-East Advertiser (includes links to local and regional news articles)
Website — BBC news school report: Useful links
Source articles with headlines that:
use puns and play on words. For example, Monday morning sports pages
show evidence of metaphor and irony in information texts.
8–10 sets of sample news media texts for group work. (Include two common articles in each set and pre-determine how the reader is positioned in each.)
Source radio and television news audio clips, video and transcripts. Sources may include: ABC radio national (search ‘teenagers’)
Helpful information — Access to computers is required
Instructions for how to use Inspiration software
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Writing studio: Close reading/reading to write
Stewart and Kowaltzke 2008, Media new ways and meanings (3rd edition), John Wiley & Sons, Australia.
Understanding news media texts
Reading visual texts

Make inferences about what is on the page

Read and analyse photographs

Use strategies to interpret and make connections
with visual texts

Consolidate concepts from week one and two,
including the following:

positioning the reader

reading visual texts.

language of appraisal.
Differentiation
Resources
Understanding news media texts
Sets of photographs from news media texts (4 sets of 6–7 photographs)
Photocopy a class set of:
Reading a photograph or picture — 10 elements to consider taken from A Visual Literacy Unit for Students in Years 7 and 8 by Annette Moult
Sheet — Think, pair share
Helpful information — Websites
MyRead: Three level guide
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Instructional strategies online: What is think, pair, share?
TeacherVision: Question-Answer Relationships
Layers of meaning in news media texts
Interpreting stated and implied meanings (1 and 2 of 3)
Finding the main idea in spoken and written texts (3 of 3)

Interpret and evaluate texts using the comprehension strategies:

Summarise and synthesise main ideas from sample news media texts

making connections — text to self, text to world and text to text

Identify and explain the use of past, present and future tense in news media texts

three level guide — to improve students’ literal, inferential and applied
comprehension with print and images.

Examine how modality is used in persuasive texts to ‘soften’ and ‘strengthen’
language for different purposes

Make three level guides from a variety of news media texts.
Differentiation
Resources
Poster — Using connections
Film clip — Science student wears unwashed jeans for 15 months
Photocopy a class set of a current story, published in two mediums — a digital form and a traditional print form — onto A3 paper
Sheet — Venn diagram
Article ― A sporting star is born by Zane Bojack (ABC Grandstand)
Organise two sets of two different news media texts — short online or print articles containing a photo.
Choose a front page of an online news media website and create a print screen or digital copy. Create a three level guide ‘model’ for the page.
Access to a computer lab or a digital projector and screen required. (If using computers, upload sheets and links resources to a class project room.)
Helpful information
http://www.qsa.qld.edu.au/ Comprehension strategies and activities for Years 1–9 (September 2010), Queensland Studies Authority
TeacherVision: Question-Answer Relationships
Reading Quest: Question-Answer Relationships
MyRead: Strategies for teaching reading in the middle years ― How to get them there
http://www.qsa.qld.edu.au/: Comprehension strategies and activities for Years 1–9 (September 2010), Queensland Studies Authority — Locating the main idea in texts — p.
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10–18
Text and language features
The language features of news media texts (1 of 4)

Modelled and independent paragraph construction
(2 and 3 of 4)
Examples, quotations and substantiation of claims
(4 of 4)

Use the 321:RIQ process to reflect on learning


o nominalisation
Apply the TEEing process to structure paragraphs
— using:
Revise the use of quotation marks and reference
quoted text

Consider the role of quotations in news media texts
o noun groups
o
text cohesion (including examples, quotations
and substantiations of claims)

Write written responses using evidence from the text
(e.g. providing examples and quotations)
o
embedded clauses
o
nominalisation
Identify and compare the language features and
structures of written and spoken news media texts,
specifically:
o active and passive voice

Practise grammar, sentence structure, spelling and
punctuation skills
Differentiation
Resources
Source 2–3 examples of print news media texts in which the layout and language features are persuasive.
Source examples of written and spoken news media texts. Source may be located from, or include:
Website — Happy News
Website — YouTube
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Helpful information ― Sheet — Quotation marks
Applying knowledge of news media texts
Assessment: Reading comprehension (1 and 2 of 2)

Complete assessment task

Reflect on learning as a result of completing the unit
Differentiation
Resources
Display Before, during and after reading’ prompts in the classroom
Helpful information
Complete the assessment prior to the lesson to develop an understanding of the task requirements.
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
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