COURSE TITLE: Year 9 UNIT OF STUDY TITLE: Heroes
RUBRIC OUTLINING THE UNIT
Students analyse the representation of heroes and the concept of
heroism in different historical, social and cultural contexts,
including the Bible. Students explore themes of human experience
through the real world and imaginative world with the focus on
how language shapes meaning and influences readers’ response.
They create, evaluate, compare and discuss various representation
of a single hero, Nelson Mandela so as to understand how our
perceptions of, and relationships with, others and the world are
shaped in written, spoken and visual language. They consider the
nature of heroes and heroism from a Christian perspective and
how this might differ or conform to a secular view. In their
responding and producing students apply their understanding of
textual and language features to represent contemporary real life
heroes in various ways and to reflect a variety of perspectives.
They experiment with the form of African Praise poem
CORE TEXTS/RESOURCES
http://www.youtube.com/watch?v=3oOFttykfjM
http://youtu.be/J0DHJEWMsM0
various worksheets
collection of quotes
PowerPoint of images
Three annotated poems
Range of myths
DURATION OF UNIT IN WEEKS: TERM 1 WEEKS: 1-7
CONTENT DESCRIPTIONS:
LANGUAGE
1560 1557 1637 1556
LITERATURE
1635 1633 1637 1772
LITERACY
1744 1740 1745 1742 1746
SSS Strategic Plan
SF2 -Biblical view of heroes and heroism
SF3 - Biblical Literacy – 1 Samuel 17
SM2 – Many2One – various uses of technology
SM3 - Differentiation
SM8 – WOW via superclasses and team teaching
ASSESSMENT OF LEARNING
Anthology of writing:
Letter to the editor
African Praise Poem
Encyclopaedia entry
GENERAL CAPABILITIES (please tick or embolden)
Literacy
Numeracy
ICT
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding
CROSS CURRICULUM PRORITIES (please tick)
Aboriginal and Torres Strait Islander histories and
cultures
Asia and Australia’s engagement in Asia
Sustainability
OTHER FOCI (please tick)
Australian text/author
Youth culture
Other times
Christian
Gender – Extension/Mainstream
Other places
FOCUS MODES (please tick)
reading
listening
writing
viewing
speaking
(representing)
MODIFICATIONS OF PROGRAM AND DIFFERENTIATION
Three levels of poetry
Two levels of listening task
Scaffolded learning activities and assessment task
EVALUATION OF UNIT
Content Descriptions
Teaching and Learning Strategies
Resources
Assessment for Learning
Analyse and explain the use of symbols,
icons and myth in still and moving
images and how these augment
meaning (LA1560)
1) Stimuli and introduction:
a) Students wander around room viewing
images/quotes of heroes as an exhibit. Write
short personal response to each image and/or
quote Alternatively an online anthology of
images/texts may be used.
b) Viewing PowerPoint montage of heroes. Write
short response. Music in background.
Montage collection of various
images placed around room.
(PowerPoint-Heroes)
Worksheet to fill in for personal
response.
Discussion and observation
c) Teacher led class discussion on responses
d) Common vocabulary to describe heroes
(qualities) developed from above
e) Conceptual understanding of a Hero. Qualities
and reasons for ‘title’ of hero discussed. Students
choose two quotes from a selection and write
what is regarded as the most appropriate
qualities and give reasons to support the choices.
Various quotes about the
qualities of a hero.
2a) Group work. Read 1 of 3 myths.
Blooms taxonomy based activity grid.
Sharing and/or publication of responses
Print/digital versions of myths
Worksheet with questions
Peer review
Explore and reflect on personal
understanding of the world and
significant human experience gained
from interpreting various
representations of life matters in texts
(LT1635)
Interpret and compare how
representations of people and culture
in literary texts are drawn from
different historical, social and cultural
contexts (LT1633)
Explore and reflect on personal
understanding of the world and
significant human experience gained
from interpreting various
representations of life matters in texts.
(LT1635)
Decision making!!!!
http://www.youtube.com/watch?v=0IA3ZvCkRkQ
Collation of various media texts
(speech, interview, games etc)
Shared responses
Peer assessment of one task tick the box grid.
Content Descriptions
Listen to spoken texts constructed for
different purposes, for example to
entertain and to persuade, and analyse
how language features of these texts
position listeners to respond in
particular ways. (LY1740)
Explain how authors creatively use the
structures of sentences and clauses for
particular effects. (LA1557)
Investigate and experiment with the
use and effect of extended metaphor,
metonymy, allegory, icons, myths and
symbolism in texts, for example poetry,
short films, graphic novels, and plays
on similar themes. (LT1637)
Analyse text structures and language
features of literary texts, and make
relevant comparisons with other texts.
(LT1772)
Teaching and Learning Strategies
Resources
Assessment for Learning
b) Characterisation, setting, themes, language
features that give clues to the values and attitudes
of the culture and its historical and political
contexts.
c) Students are then to identify these elements
from previous myth and respond in own words to
the values and attitudes present.
http://www.artsmia.org/worldmyths/artbytheme/malagan_sto
ry.html as an example or other
teacher resource
Teacher questioning
3 a) Listening comprehension. b) Whole class
discussion – Biblical view of hero. Compare and
contrast to secular view. Jesus as hero
1 Samuel 17 – David & Goliath
Question sheet
http://www.youtube.com/watch?
v=3oOFttykfjM (audio only)
Student marked from answer
sheet
Specific texts stored on idrive.
Frequent formative assessment
4 a) Representations of Nelson Mandela –
Introduction to Mandela, apartheid, South Africa.
Expository teaching and teacher modelling of 3
texts with various perspectives, in different forms
and in different historical contexts.
Annotate examples of language features,
structure, purpose and audience of specific text
types. Common questions across texts and then
individual text-based questions. Superclasses
used for one textual analysis.
b) Individual work. Compare and contrast the
outlining the features, values and attitudes used
and the effect they have on the way the hero is
represented. Differentiated for ability – focus to
use common questions, and 3 others only;
mainstream all language features; extension adds
in context.
Teacher assessed
Student marked from answer
sheet
Comparative table
For focus class: cloze exercise of
extended answer as model;
sentence beginnings exercise as
model.
Reflection on work
Content Descriptions
Teaching and Learning Strategies
Resources
Assessment for Learning
Listen to spoken texts constructed for
different purposes, for example to entertain
and to persuade, and analyse how language
features of these texts position listeners to
respond in particular ways.
(LY1740)
Interpret, analyse and evaluate how
different perspectives of issue, event,
situation, individuals or groups are
constructed to serve specific purposes in
texts. (LY1742)
c) Short responses as to how the text creators
used the conventions to create particular effects.
Visual representation of heroes.
d) Joint construction of an African praise poem
about Mandela
Introductory sheet
http://www.ehow.com/how_787
8965_write-praise-poem.html
http://msmcclure.com/?page_id
=9339
http://www.youngwriters.co.uk/a
frican-praise-lesson-planks3.php
Publication
Understand that authors innovate with text
structures and language for specific purposes
and effects (ACELA1553)
Explore and reflect on personal understanding
of the world and significant human experience
gained from interpreting various
representations of life matters in texts
(ACELT1635)
Investigate and experiment with the use and
effect of extended metaphor, metonymy,
allegory, icons, myths and symbolism in texts,
for example poetry, short films, graphic
novels, and plays on similar themes
(ACELT1637)
Experiment with the ways that language
features, image and sound can be adapted in
literary texts, for example the effects of
stereotypical characters and settings, the
playfulness of humour and pun and the use of
hyperlink (ACELT1638)
Create imaginative, informative and
persuasive texts that present a point of view
and advance or illustrate arguments, including
5 a) Close study of real life contemporary hero
from an extended set list of little known people by
composing:
a letter to the editor,
an African Praise Poem
and a Encyclopaedia entry
to variously represent him/her
and a reflection based on their writing.
Summative task – teacher
assessment, model answers
developed and consensus
marking.
List of Heroes
Task Sheet
Achievement standards
texts that integrate visual, print and/or audio
features (ACELY1746)
Content Descriptions
Teaching and Learning Strategies
Resources
Assessment for Learning
6) Supplementary activities - any of these
activities may be undertaken:
- imovie or Booktrailer of one of the myths
- visual representation of heroes – collage, web
page design or similar
- support and/or reteaching of language analysis
of above
ipads
Create imaginative, informative and
persuasive texts that present a point of
view and advance or illustrate
arguments, including texts that
integrate visual, print and/or audio
features (ACELY1746)
Peer assessment using class
generated marksheet.
7) NAPLAN preparation
- at least the writing task on heroes = language
conventions and spelling.
Past papers
Language conventions selfcorrected.
Heroes writing task assessed
using NAPLAN marking criteria.