Program
A teaching unit for Stage 4 English with links to ESL pedagogy
English Stage 4
July 2005
Page 1 of 21
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/english/
English Syllabus
Stage 4 Outcomes
1.
A student responds to and composes texts for understanding, interpretation, critical analysis and
pleasure.
2.
A student uses a range of processes for responding to and composing texts.
3.
A student responds to and composes texts in different technologies.
4.
A student uses and describes language forms and features, and structures of texts appropriate to
different purposes, audiences and contexts.
5.
A student makes informed language choices to shape meaning with accuracy, clarity and coherence.
6.
A student draws on experience, information and ideas to imaginatively and interpretively respond to
and compose texts.
(Focus outcomes for
7.
this unit are in bold type)
A student thinks critically and interpretively about information, ideas and arguments to respond to
and compose texts
8.
A student makes connections between and among texts.
9.
A student demonstrates understanding that texts express views of their broadening world and their
relationship within it.
10. A student identifies, considers and appreciates cultural expression in texts.
11. A student uses, reflects on and assesses individual and collaborative skills for learning.
The dimensions and elements of the NSW Quality Teaching model of pedagogy
Intellectual Quality
Quality Learning Environment
Significance
Deep knowledge (DK)
Explicit quality criteria (EQC)
Background knowledge (BK)
Deep understanding (DU)
Engagement (E)
Cultural knowledge (CK)
Problematic knowledge (PK)
High expectations (HE)
Knowledge integration (KI)
Higher-order thinking (HOT)
Social support (SS)
Inclusivity ( I )
Metalanguage (M)
Students’ self-regulation (SS-R)
Connectedness ( C )
Substantive communication (SC)
Student direction (SD)
Narrative (N)
English Stage 4
July 2005
Page 2 of 21
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
Students learn about:
11.12 outcomes-based learning
Teaching and learning activities with links to the Quality Teaching
framework
Students learn about:
10.5 different cultures and their
common and distinguishing
elements
Students learn about:
10.5 different cultures and their
common and distinguishing
elements
11.14 research techniques
using books, indexes and the
internet
Quality
Teaching
Dimension /
elements
Student
information
sheet 1:
Chinese
Cinderella
Quality
Learning
Environment
Introduction to the unit
Give students a clear picture of the aims of this unit, how it relates to the previous
and the next unit, and why the learning over the next 6-8 weeks will be important
to them. Discuss with the class the outcomes to be addressed in this unit of work
and the nature of the teaching and learning activities in which they will be
involved as well as the mode and requirements of the end of unit assessment
task. You can use either the Unit overview or Student information sheet 1:
Chinese Cinderella to do this.
7.15 ways of organising
information, ideas and
arguments textually or visually
such as clustering, listing,
compare and contrast, problem–
solution, semantic chains,
graphic and diagram outlines,
structured overviews,
consequence maps, thinking
wheels and mindmaps
Resources
(HE)
Part 1: Before reading activities
4.12b Participate
actively in
conferencing and
brainstorming as a
pre and post writing
exercise
6.1c Contribute to
group activities by
clarifying task goals
and time limits,
requesting or
accepting opinions,
negotiating roles
English Stage 4
Brainstorm background knowledge of China
Brainstorm background knowledge of China. Organise student responses onto
butcher’s paper and display on the classroom wall. This can be added to as the
unit progresses.
If the school has the Inspirations computer program mind maps can be generated
as a class or a group activity. This enables students to classify information under
various headings eg: physical features, history, culture and traditions, inventions,
food etc
Inspirations
computer
program:
www.inspiratio
n.com
Significance
(BK)
Intellectual
Quality
(SC)
Group research activities
Form students into groups of two to three to research set topics of Chinese
Culture. Photocopy Student resources 1a-c: Internet research cards onto
coloured paper or cardboard cut in half and allocate one card to each group. It is
a good idea to check the internet addresses first as these may change.
Discuss with students the best way to search the internet effectively using
Student information sheet 2: How to effectively search the internet.
July 2005
Significance
Student
resources 1ac: Internet
research
cards
(I)
Quality
Page 3 of 21
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
11.15 roles and responsibilities
of individuals in groups
and suggesting
procedures
6.5l Find and record
information from a
variety of sources
(libraries, reference
material)
Teaching and learning activities with links to the Quality Teaching
framework
Resources
Use computer room for internet research. Inform students that each research
group must report their findings to the class (this will prepare them for the
speaking task ahead).
Student
information
sheet 2: How
to effectively
search the
internet
Consolidate research skills by giving students the opportunity to select their own
aspect of Chinese culture, find relevant web sites and record information using
Worksheet 1: Internet research task: Chinese culture
(E)
(SS-R)
Worksheet 1:
Internet
research
task: Chinese
culture
Speaking task: Peer assessment
Students learn about:
5.8 techniques for effective
speaking in formal and informal
contexts
5.12 ways to engage an
audience and sustain their
interest and involvement
Students learn to:
11.1 understand demands of a
task and the outcomes and
criteria for assessment being
addressed
Quality
Teaching
Dimension /
elements
Learning
Environment
6.1g Organise and
present ideas in a
short talk to an
audience.
Use the independent Chinese culture internet research task as the basis for an
informal 2-minute speech to be presented to the class by each student. Issue
Student information sheet 3: Speaking about Chinese culture and discuss
with students the requirements of the task.
6.4f Evaluate their
own communication
against given
criteria
Tell students they will need to listen carefully to each speech as it is presented
and record key aspects. Explore, together, the guidelines for this task on
Worksheet 2: Peer Assessment marking grid. This activity will promote active
listening as well as provide an opportunity for peer assessment
Student
information
sheet 3:
Speaking
about
Chinese
culture:
Worksheet 2:
Peer
assessment
marking grid
Intellectual
Quality
(SC)
Quality
Learning
Environment
(EQC)
(SS)
Teacher
resource 1:
Teacher
assessment
marking grid
English Stage 4
July 2005
Page 4 of 21
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
Students learn about:
4.8e Use
accompanying
diagrams, headings
and illustrations to
understand ideas in
text.
Predicting novel content
4.8 the ways in which specific
language forms and features and
structures of text are used to
shape meaning including:

in visual texts: medium,
organisation, colour, layout,
perspective, focus, camera
angles and editing
Students learn to:
10.1 recognise and consider
cultural factors, including
cultural background and
perspective, when responding to
and composing texts
Students learn about:
10.5 different cultures and their
common and distinguishing
elements
Students learn about:
5.10 the ways in which
inference, emphasis and point of
view shape meaning
As a class look at the cover, title, dedication, acknowledgement, preface and
authors’ note of Chinese Cinderella. Ask students to suggest what clues about
the story the cover gives to the reader.
Questions might include:
4.1e Contribute
information and
express ideas in
group tasks and
classroom
discussions.

Look at the artistic qualities of the cover. Consider items such as colour,
texture, patterns/contrast between rich red fabric and dark picture.

What else is on the cover? Why have these symbols or images have
been included?

What clues do we get about the story by looking at the cover?
4.6 Relates own
culture, knowledge
and experience to
information in the
text

Do you know what the fairy tale “Cinderella” is about?

What are the differences and similarities with stories from your own
culture/background? See pages 226-227 in the text, The story of Ye
Xian: The Original Chinese Cinderella
4.6c Respond to
different cultural
attitudes and
practices as
exemplified in
stories (express
opinion, ask
questions, make
comparisons)

How is the name “Cinderella” reinforced by the cover?

What is the nature of characters in a fairy tale – evil/good, mostly black
and white?
5.8g Incorporate
new vocabulary
from texts into
personal vocabulary
(specialised
terminology).
English Stage 4
Resources
Quality
Teaching
Dimension /
elements
Class set of
novels
Chinese
Cinderella
Intellectual
Quality
(SC)
Significance:
(BK)
(CK)
(I)
Explore the genre of autobiography through:
-
discussion of a definition.
-
examples of well known people who have written their autobiography.
Ask students if they can add to these examples.
Why do people write autobiographies? Why do people want to read them?
Explain how it is different from a biography. Who are biographies written about
and why?
How objective can an autobiography be as it is told from one person’s point of
July 2005
Intellectual
Quality
(M)
(SC)
(PK)
Page 5 of 21
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
Resources
Quality
Teaching
Dimension /
elements
Maps of Asia
and China
provided by
teacher
Significance:
view? (concepts of subjectivity/objectivity)
Students learn about:
6.8 the ways ‘the real world’ is
represented in the imaginary
worlds of texts including
literature, film, media and
multimedia texts
Mapping activity
Photocopy a map of Asia for students. Use atlases to locate China and represent
it on the map of Asia. Copy and enlarge the Map of China on page XIV, remove
features, make a copy for each student. Ask students to locate China and cities
where Adeline lived using the contents page of the novel.
Students learn to:
1.1 respond to imaginative,
factual and critical texts,
including the required range of
texts, through wide and close
listening, reading and viewing
6.5b Participate in
class/group
discussions of text
interpretations
Students learn about:
10.5 different cultures and their
common and distinguishing
elements
6.6c identify how
parts of a narrative
engage the reader’s
attention
(C)
Part 2: During reading activities
Close study of the novel
Read Chapters 1 – 4 aloud with the class, allow time for students to discuss and
respond to characters and events. Discuss what narrative “hooks” or methods the
author used to make you, the responder, want to read on.
Class set of
novels
Ask student to complete questions on Chapters 1-4 from Worksheet 3: Close
study of the text
Worksheet 3:
Close study
of the text
10.7 cultural assumptions in
texts including those about
gender, ethnicity, religion, youth,
age, sexuality, disability, cultural
diversity, social class and work
Intellectual
Quality
(SC)
(DU)
Quality
Learning
Environment
(SS-R)
Keeping a reading log
Students learn about:
11.20 reflection strategies such
as learning logs, journals, letters
4.12f keep a
learning journal
such as a diary or a
English Stage 4
Ask students to keep a Reading Log in which they briefly record key information
for each group of chapters:
July 2005
Quality
Learning
Environment
Page 6 of 21
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
to teachers and peers, guided
discussion
log
Teaching and learning activities with links to the Quality Teaching
framework
Resources
Quality
Teaching
Dimension /
elements
(SS-R)
Top of the Class - Life in Tianjin (Chapters 1-4)
Arrival in Shanghai - First day at school (Chapters 5-6)
5.5a Identify main
events and relevant
supporting detail in
a narrative text
Family Reunion - Chinese New Year (Chapters 7-9)
Shanghai School Days - Big Sister’s Wedding (Chapters 10-12)
A Birthday Party - Boarding-School in Tianjin (Chapters 13-15)
Hong Kong - Boarding-School in Hong Kong (Chapters 16-17)
Miserable Sunday - Pneumonia (Chapters 18-20)
4.8i Use an
accessible English
dictionary to check
the meaning of new
words
Play Writing Competition - Letter from Aunt Baba (Chapters 21-22)
Form a booklet by stapling together Worksheets 4a-d: Reading log. Reading
log includes: The key events; the characters involved - their thoughts and
feelings; your comments; and interesting words and their meanings (Minimum of
5 words and list page reference).
Intellectual
Quality
Worksheets
4a-d: Reading
log
Quality
Learning
Environment
Model requirements of the Reading log with students using Chapter 1.
(E)
The Reading Logs can be used for ongoing informal assessment. Words listed by
students in their log can also be used to create language sheets for the whole
class (eg. match the word to definition etc.)
Students learn about:
6.10 the structures and features
of imaginative texts including
characterisation, setting, tension
and climax, chronology and
time, narrative voice, effective
beginnings and endings
Students learn about:
Finding out about characters in the novel
5.5j Collect,
organise and
analyse information
from a text
according to
guidelines (in
English Stage 4
Use the mind map on OHT 1: Analysing characters, to demonstrate to students
how they can explore the characters they meet in a story. (This is a scaffold that
can be used with any novel or film.)
Model how to investigate Adeline’s characteristics using OHT 1. This can be an
ongoing process, which is added to as more information is gained while reading
the novel. Either butcher’s paper, overhead transparency or “inspirations” can be
used to display the mind map.
July 2005
(M)
OHT 1:
Analysing
characters
Class set of
novels
Quality
Learning
Environment
(E)
Inspiration –
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NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
3.9 the forms, features and
structures of interactive and
simulation texts, multimedia
texts and websites, including
layout and design, and the
nature and capacity for
interaction
diagrammatic form,
such as flow charts,
graphs).
Teaching and learning activities with links to the Quality Teaching
framework
Students work in pairs or a group to produce their own mind map exploring a
character of their choice from the novel (ensure that all characters are chosen).
Butcher’s paper, overhead transparency or “inspirations” can be used to display
the mind map. This can also be an ongoing activity as new information is found
in the novel. Display finished products in the classroom and use as reference for
composing activities.
Create a Family Tree of the Yen family using the scaffold on Worksheet 5: The
Yen family tree. To do this task students will need to refer to the Author’s Note
and Chapter 2.
Direct students to Adeline Yen Mah’s website where they can find of photographs
of her family allowing them to build a mental picture of her family in their minds as
they read the story.
Students learn to:
4.5 selectively use dictionaries,
thesauruses, spellchecks and
other reference texts
4.6 use Standard Australian
English, its variations and
different levels of usage
appropriately.
6.8e Take notes
when reading texts
for information and
organise them for
learning purposes
4.8b Use previous
knowledge of words
and context to infer
the meaning of
unfamiliar words.
4.8i Use an
accessible English
dictionary to check
the meanings of
new words.
Developing vocabulary
Read Chapters 5 and 6 aloud with the class, allow time for students to discuss
and respond to characters and events.
Ask students to complete Study Guide questions for Chapters 5 – 6 on
Worksheet 3: Close study of the text
Read and discuss the strategies outlined on Student resource 2: Focus on
vocabulary: words in context. These strategies involve guessing the meaning
of a word using either the context, the form of the word or prior knowledge of part
of the word, as well as using a dictionary.
Ask students to work in pairs to complete Worksheet 6: Focus on vocabulary:
words in context based on vocabulary in Chapters 5 and 6
Ask students to complete Reading Log for these chapters
Resources
computer
program
Quality
Teaching
Dimension /
elements
Intellectual
Quality
www.inspiratio
n.com
(HOT)
Worksheet 5:
The Yen
family tree
Answer sheet
1: The Yen
family tree
www.adeliney
enmah.com
Worksheet 3:
Close study
of the text
(Chapters 5-6)
Quality
Learning
Environment
(SS-R)
Student
resource 2:
Focus on
vocabulary
Intellectual
Quality
Dictionaries
(M)
Worksheet 6:
Focus on
vocabulary:
words in
context
Quality
Learning
Environment
(SS)
Reading log
English Stage 4
July 2005
Page 8 of 21
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
Students learn about:
1.11 the ideas, information,
perspectives and points of view
presented in imaginative, factual
and critical texts
7.5f Interprets text
on more than one
level (read between
the lines)
Character analysis
Students learn about:
1.18
inference, figurative
language and alternative
readings as strategies for
responding to and composing
texts beyond the literal level
6.5d Discuss
characters and their
motivation in a story
Read Chapters 7 to 9 aloud with the class, allow time for students to discuss and
respond to characters and events.
Ask students to complete Study Guide questions for Chapters 7 9 and the
Reading Log for these chapters.
Worksheet 3:
Close study
of the text
(Chapters 7-9)
Quality
Learning
Environment
(DU)

What do we learn about Niang’s character through her actions?

How much do we learn explicitly from what the author says about her?
(Refer to Chapter 7, p.39, paragraph 4.) Explore the terms implicit/
inferred and explicit with the class.
Intellectual
Quality
How subjective is the portrayal of Niang in these chapters? This question
draws on the concept of subjectivity/objectivity introduced earlier in the
unit when exploring the genre of autobiography
(PK)
Ask students how these terms can be used to describe the way in which the
composer of Chinese Cinderella conveys the character Niang in the story?
Ask students to complete Worksheet 7: Creating character through
implication based on Chapter 7. Using the format modelled in this worksheet,
ask students to locate examples of implied/implicit references to Niang’s
motivation/character. One example can be found in Chapter 8 (p.45, paragraph
3). Students are to locate their own example of explicit information about Niang’s
motivations and character.
5.10 the ways in which
inference, emphasis and point of
view shape meaning
Quality
Teaching
Dimension /
elements
Reading log
Teacher led discussion:

Students learn to:
7.3 recognise when
information is presented
objectively and subjectively
Resources
(SC)
(DK)
Worksheet 7:
Creating
character
through
implication
Intellectual
Quality
(HE)
Three level guide
Students learn to:
7.9 make predictions, infer and
interpret texts
7.5g Identify key
assumptions
underlying a text
7.5i Identify some
English Stage 4
A three-level reading guide is a language activity to develop comprehension skills
first at the literal (factual) level, then at the interpretive / deductive (between the
lines) and then at the hypothetical / applied level (making a connection beyond
the text) or
Locate the information directly from the text
July 2005
Intellectual
Quality
(DK)
Page 9 of 21
NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
issues and
implications arising
from a text
Interpret what the author means
Use the information as they reflect on its relevance to the wider world.
It usually requires direction from the teacher as the students complete each level,
sharing and justifying their responses in pairs, small groups or whole class
discussion.
7.5 k Discuss
different
interpretations of a
text
Students learn to:
1.5 interpret, question and
challenge information and ideas
in texts through close study
Students learn about:
2.15 processes of
representation including the use
of symbols, images, icons,
clichés, stereotypes,
connotations, inference and
particular visual and aural
techniques including those of
camera, design and sound.
Explain the purpose of a three-level reading guide to students and ask them to
complete Worksheet 8: A three-level reading guide for Chapter 7.
Symbolism
Read Chapters 10-12. Complete Study Guide activities from Worksheet 3:
Close study of the text and complete Reading log.
5.6c Identify some
common social and
literary stereotypes
in texts (villains and
heroes, traditional
gender roles).
Explore the concepts of symbolism and contrast with students using features of
the characters in the story
Resources
Quality
Teaching
Dimension /
elements
(SC)
Worksheet 8:
A three-level
reading guide
for Chapter 7
Worksheet 3:
Close study
of the text
(Chapters 1012)
Reading log
Brainstorm the various features of personality of the characters that are
developed in the novel, focusing on opposites. Examples that can be given are:
Good/evil (Adeline/Niang); power/helplessness (Father/Ye Ye); inner
ugliness/inner beauty (Niang/Aunt Baba); peace/conflict (Big Brother/Nai Nai)
Intellectual
Quality
(M)
Discuss with class symbols that are traditionally associated with these qualities
and list on board (eg. dove, witch, peace sign etc.)
Take suggestions from the class as to symbols that could be created to represent
various qualities. List on board.
Task to be completed in pairs/groups:
5.10g Use a variety
English Stage 4
Students are to create visual, symbolic representations of the features of
characters that they have identified, preferably choosing two characters who
contrast.
Magazines
Coloured
July 2005
Quality
Learning
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NSW Department of Education and Training
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au/secondary/englis
Outcomes
ESL Scales Links
of formats suited to
the purpose to
support or illustrate
written texts
(diagrams, graphs,
tables)
Teaching and learning activities with links to the Quality Teaching
framework
paper
Quality
Teaching
Dimension /
elements
Environment
Textas/pencils
(SS)
Suggestions that could be modelled for the students:
Scissors/glue
(E)
Power / helplessness – Adeline could be represented as a small, coloured
shape near the bottom of the page, juxtaposed with a large dominating shape.
A3 Art paper
(HOT)
Students may use a variety of methods to create their representations eg.
Illustrations, diagrams, collages, symbols, colour, shapes etc.
Resources
Good / evil – a collage could be developed with magazine pictures depicting
helpless subjects (small pets, animals) contrasting with or overlaid with more
dominant subjects.
Students learn to:
2.7 discuss and explain the
processes of responding and
composing, and identify the
personal pleasures and
difficulties experienced.
7.9g Organise and
present ideas in a
short talk to an
audience.
Students learn about:
Descriptive language: adjectives
4.7 the effectiveness of specific
language forms and features and
structures of texts for different
purposes, audiences and
contexts and for specific modes
and mediums
4.8 the ways in which specific
language forms and features and
structures of text are used to
shape meaning including:

in written texts: medium,
organisation, sentence
structures, grammar,
punctuation, vocabulary and
On completion each pair of students explains to the class what their completed
representations mean in terms of the book’s characters and their relationships.
Some students may feel more at ease explaining in a small group or to a partner.
(This is a good opportunity to assess oral language skills.)
Read Chapters 13 – 15. Complete Study guide questions from Worksheet 3:
Close study of the text and complete Reading log.
Tell students that the author relies heavily on descriptive words, both adjectives
and adverbs, to build up a picture of characters, events and scenes.
Adjectives are words that tell us more about nouns. They can describe what kind,
what colour or how many. If bold adjectives are used your writing will produce
vivid pictures in the reader’s mind (see Teacher resource 2: Adjectives).
6.1b Record and
organise spoken
information to set
guidelines
Tell students to close their eyes while you read a paragraph from Teacher
resource 2: Adjectives, page 25 in the novel in which the adjectives have been
removed.
4.1e Contribute
information and
Now reread the paragraph with the adjectives replaced. Discuss with students
how the adjectives helped to complete the picture described by the author.
English Stage 4
Intellectual
Quality
(SC)
Worksheet 3:
Close study
of the text
(Chapters 1315)
Reading log
Teacher
resource 2:
Adjectives
Intellectual
Quality
(M)
Discuss the mental picture created by the paragraph.
July 2005
Worksheet 9:
Adjectives:
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NSW Department of Education and Training
Curriculum K-12 Directorate
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Outcomes
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
Resources
spelling, the use of formal or
colloquial language and
figurative language
express ideas in
group tasks and
classroom
discussion
Discuss students’ knowledge of the meaning and purpose of adjectives.
Cloze
passage
4.13 the metalanguage of
subject English used to
describe, discuss and
differentiate texts and their
language forms, features and
structures
5.11n Use a range
of adjectival
expressions for
descriptive
purposes
6.1b Record and
organise spoken
information to set
guidelines.
Ask students to complete:
Worksheet 9 - Adjectives: Cloze passage
Worksheet 10 - Noun and adjective match-up
Worksheet 11 – Nouns and adjectives
Worksheet 12: Aural cloze passage: adjectives presents a listening task.
Listening is a critical skill in language development and requires learners to be
able to differentiate between sounds and be familiar with both the context and
content vocabulary of the task.
Use the completed listening stimulus on the Aural cloze passage answer sheet
to read the passage to students. It should be read three times. The first time ask
the students to close their eyes and try to imagine how Niang looked, sounded
and smelled.
During the second and third readings, ask the students to fill in as many of the
missing adjectives as they can on Worksheet 12: Aural cloze passage:
adjectives
Note: You may wish to write the missing adjectives on the board and discuss
their meanings as well as refer to Niang’s photograph both in the book and on
Adeline Yen Mah’s website at www.adelineyenmah.com
Students learn about:
4.7 the effectiveness of specific
language forms and features and
structures of texts for different
purposes, audiences and
contexts and for specific modes
Descriptive language: Adverbs
Read Chapters 16–17. Complete Study Guide activities from Worksheet 3:
Close study of the text and Reading Log.
6.7b Identify key
content words and
English Stage 4
Define verbs and adverbs and write examples on the board.
Ask students to complete: Worksheet 13: Verbs and Worksheet 14: Verb /
July 2005
Worksheet
10:- Noun and
adjective
match-up
Worksheet
11: Nouns
and
adjectives
Quality
Teaching
Dimension /
elements
Quality
Learning
Environment
(SS-R)
Aural cloze
passage
answer sheet
2
Intellectual
Quality
(SC)
Worksheet 12:
Aural cloze
passage:
adjectives
www.adeliney
enmah.com
Worksheet 3:
Close study
of the text
Reading log
Worksheet 13:
Intellectual
Quality:
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Outcomes
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
Resources
and mediums
phrases that convey
the ideas and
themes in a text
adverb match-up
Verbs
4.8 the ways in which specific
language forms and features and
structures of text are used to
shape meaning including:

in written texts: medium,
organisation, sentence
structures, grammar,
punctuation, vocabulary and
spelling, the use of formal or
colloquial language and
figurative language
7.19 the use of simple rhetorical
devices
More language techniques used in narrative
6.6j Demonstrate
understanding of
some literary
devices.
5.6b Identify the
perspective of a
story (through the
story teller’s voice,
first person, third
person)
Tell students that writers use other techniques to keep the reader interested in
their story, for example Adeline Yen Mah’s use of first person narrative involves
the reader because it gives the impression that Adeline is speaking directly to
them.
Ask students to complete Worksheet 15: More language techniques. The
purpose of this activity is to give students an appreciation of the ways writers use
literary techniques to create meaning in their stories. While students in Stage 4
are not required to explain the effects of these techniques, this activity will
develop understandings that can be built on in Stage 5.
Quality
Teaching
Dimension /
elements
(M)
Worksheet 14:
Verb / adverb
match-up
Worksheet 15:
More
language
techniques
Intellectual
Quality
(M)
4.13 the metalanguage of
subject English used to
describe, discuss and
differentiate texts and their
language forms, features and
structures
Students learn about:
1.12 links between the ideas,
information, perspectives and
points of view presented in texts
and their own background and
experience
1.13 the ways their own
background and experience
affect their responses to texts
Point of View
Read Chapters 18–20. Complete the Study Guide questions from Worksheet 3:
Close study of the text and Reading Log.
The following activity develops students understanding of the narrative technique
of point of view.
5.1d demonstrate
awareness of when
fact and viewpoint
English Stage 4
Ask another teacher to come into your classroom and pretend to make a scene.
Alternatively, a recent incident in the playground can be used. Ask students to
write down what occurred and how they felt about it. Ask volunteers to read their
responses to the class.
July 2005
Worksheet 3:
Close study
of the text
(Chapters 1820)
Reading log
Significance:
(C)
(N)
Guest teacher
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Outcomes
ESL Scales Links
8.8 bias and perspective in
texts
are being expressed
5.6b identify the
perspective of a
story (through the
story teller’s voice,
first person, third
person)
Students learn to:
7.5 focus on and evaluate
particular aspects of texts
including storyline, perspective
and cultural positioning
7.6f recognise that
even factual
material can be
differently
interpreted and
acknowledge
alternative
interpretations of
text.
5.9e Write logically
incorporating
relevant information
(in giving an
account of an
incident)
Teaching and learning activities with links to the Quality Teaching
framework
Resources
Quality
Teaching
Dimension /
elements
Explore the variations in each account and possible reasons for them. Ask the
guest teacher to return and give her version of events. Discuss the concept of
point of view:
-
refer to conflicts in playground between student/student, in class between
teacher/student and at home between parent/child
-
can there be different points of view?
-
why do we have different points of view?
-
what does point of view depend on?
-
introduce the synonym perspective.
Intellectual
Quality
(PK)
(SC)
Explain that variations in reports of incidents from eye witnesses to police occur
all the time. This is the reason why investigators try to gain the statements of as
many witnesses as possible so that they can obtain a balanced version of events.
Explore and discuss examples of newspaper items where bias or one point of
view has been used. Discuss the concept of bias and its limitations.
Chinese Cinderella is an autobiography and therefore all characters and events
are viewed and interpreted through the eyes of Adeline. As a result of this we
have to be aware of the possibility that some of the messages presented may be
affected by her bias.
Newspaper
articles
collected by
teacher.
Significance
(C)
(BK)
(I)
Although Adeline’s version of events may seem completely truthful we must keep
in mind that everything is told from her point of view. Using Chapter 18 discuss
how the incident about the egg could be seen differently by the others involved
such as Rachel or Monica.
Ask student to choose one of these characters and write their version of the “egg
incident” from that character’s point of view.
Students learn to:
7.2 compose and respond to
factual, opinion, argumentative
7.5f interprets text
on more than one
English Stage 4
Read Chapters 2 –22. Complete the Study Guide questions from Worksheet 3:
Close study of the text and Reading Log.
July 2005
Worksheet 3:
Close study
of the text
Quality
Learning
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Outcomes
ESL Scales Links
and persuasive texts
level (read between
the lines)
Teaching and learning activities with links to the Quality Teaching
framework
Resources
(Chapters 2122)
Quality
Teaching
Dimension /
elements
Environment
(SS-R)
Reading log
Part 3: After reading activities
Communicative activities
The purpose of the following activities is to engage students in tasks that allow
them to hear and use language (ie listen and speak) with others.
Pair students to suit your class context but ensure that, for both tasks, any newly
arrived ESL student is paired with a more proficient speaker who is willing to
help.
Students learn to
11.3 ask questions, listen and
negotiate to clarify an extended
group task with teacher and
peers
11.4 use the language of the
subject when engaging in
learning
11.5 use speaking and writing
as learning processes for sorting
and selecting information and
clarifying ideas
Sequencing
6.1c Contribute to
group activities by
clarifying task goals,
requesting or
accepting opinions,
negotiating roles
and suggesting
procedures
6.1f use appropriate
register for different
situations and
function (in the
playground, in the
classroom, in
student/teacher,
student/student
English Stage 4
Use the sequencing strips on Teacher resource 3: Sequencing strips for this
activity. Prior to the lesson photocopy the sequencing strips onto coloured paper
or cardboard. Cut each page into strips and place the pieces of each into
envelopes, one for each pair in your class.
Teacher
resource 3:
Sequencing
strips
Envelopes
Issue Worksheet 16: Communicative activities: sequencing and true/false
and explain the purpose and aim of the sequencing activity. Organise the class
into pairs.
Tell the students that as they work together to complete this activity you want to
hear them using phrases such as: “I think the next event is … because …” Other
sequencing words will be used too, such as first, second, third, next, after, then,
finally etc (Write these words on the board to remind students.)
Give each pair an envelope and ask them to begin sequencing the strips. Tell
them they must check their answers with another pair before copying the plot
July 2005
Quality
Learning
Environment
(E)
Worksheet 16:
Communicati
ve activities
sequencing
and true/false
(SS)
(SD)
Answers
sheets for
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Outcomes
Students learn about:
11.15 roles and responsibilities
of individuals in groups
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
Resources
exchanges)
sequence into their workbooks.
Sequencing
strip activity
and true / false
activity
6.2d demonstrate
awareness of
differences between
speaking formally
and informally
Quality
Teaching
Dimension /
elements
True or False
Ask students to stay in their pair to complete this activity.
Read out relevant instructions on Worksheet 16: Communicative activities
sequencing and true/false and reinforce that students will need to justify their
answers to each statement with reference to a specific scene or event in the
novel.
Quality
Learning
Environment
Encourage students to use phrases such as “I think it is true because when
Adeline goes to school in Tianjin she tells us that…”
(SS)
(E)
(SD)
Hot seat
Issue Worksheet 17: In the hot seat
Explain to students that the purpose of this activity is to explore further the
characters in the novel through talking. They will each take a turn representing a
different character in the “hot seat” and will have to answer questions from
classmates about that character. To prepare for this activity students choose 5
main characters from the novel and prepare 3 questions to ask each of these
characters although they may only get to ask one of these questions as all
students must get at least one turn to ask a question.
Worksheet 17:
In the hot
seat
Exploring themes
Students learn to:
9.1 recognise, reflect on and
explain the connections
between their own experiences
and the world of texts
Introduction
4.1e Contribute
information and
express ideas in
group tasks and
classroom
discussions.
English Stage 4
Recap/explain the concept of theme to the class. The following may be used as a
definition which students write into their workbooks.
The theme of a text is its basic subject. It is the idea or message that the
composer wishes the responder to draw from their composition. Some texts have
several themes or messages that are important and need to be considered.
July 2005
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Outcomes
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
Resources
Ask students to write down the title of a movie, book or song they have
experienced lately. Now ask them to identify its theme. Ask volunteers to share
responses and create a list of common themes on the board.
Significance
(BK)
Exploring the themes in Chinese Cinderella:
Students learn about:
6.8 the ways ‘the real world’ is
represented in the imaginary
worlds of texts including
literature, film, media and
multimedia texts
Students learn to:
1.1 respond to imaginative,
factual and critical texts,
including the required range of
texts, through wide and close
listening, reading and viewing
Quality
Teaching
Dimension /
elements
Ask students to suggest possible themes for Chinese Cinderella.
Possible themes include: Family and relationships, resilience and strength of
character, abandonment and loneliness, self esteem, courage and honour. See
Teacher resource 4: Themes.
Teacher
resource 4:
Themes
Outline, with student contributions, how each theme is developed in the novel,
emphasising that each idea must be supported by events and attitudes that
appear in the story.
Divide class into groups of three and distribute Worksheet 18: Themes.
5.7 identify key
words and phrases
relating to theme of
text (by highlighting)
Students work together in groups to find evidence from the text that illustrates the
expression/development of each of the three major themes on the worksheet.
Events, commentary and dialogue must be identified, quoted and documented
using page numbers.
6.5c give own
opinion of a text and
compare it with
others’ opinions
Illustrating themes
Students learn to:
6.4 use the features and
structures of imaginative texts to
compose their own texts and
engage their audience
4.9e Sustain ‘voice’
in personal and
creative texts
6.6 use imaginative texts as
models to replicate or subvert
into new texts
4.9f Plan and
sequence
information for
Students complete Worksheet 19: Linking quotations to themes. On
completion provide an opportunity for students to share their work
(SC)
Worksheet 18:
Themes
Quality
Learning
Environment
(HE)
(SS)
Worksheet 19:
Linking
quotations to
themes
Quality
Learning
Environment
(SS-R)
Writing diary entries
English Stage 4
Intellectual
Quality
OHT 1 / Student resource 3: Model diary entry provides a model of diary
format. With the class, deconstruct the model to highlight structural and language
features of the diary genre, including the use of first person narration and past
tense. Using Worksheet 20: Diary writing asks students to write diary entries as
the character Adeline demonstrating their knowledge of events in the story and
their effect on Adeline.
July 2005
OHT 1/Student
resource 3:
Model diary
entry
Worksheet 20:
Diary writing
Intellectual
Quality
(M)
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Outcomes
Students learn about:
6.9 the variety of genres
available to composers of
imaginary texts
6.10 the structures and features
of imaginative texts including
characterisation, setting, tension
and climax, chronology and
time, narrative voice, effective
beginnings and endings
6.11 verbal, aural and visual
techniques used to create
imaginative texts, such as
imagery, figures of speech,
selective choice of vocabulary,
rhythm, sound effects, colour
and design
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
specific text type
Using the theme “Family and Relationships”, ask students to choose a character
other than Adeline and write a diary entry that illustrates how this theme affects
the character. Remind them to use first person and past tense
5.10a show some
awareness of
audience in writing.
4.8
Students
learn about the
ways in which
specific language
forms and features
and structures of
text are used to
shape meaning.
5.6f identify
important
conventions of texts
(chapters in a book,
headings in a
newspaper article
etc)
5.6g identify stylistic
text conventions for
special text (use of
parentheses,
italicisation, bold
type – used in
newspaper report)
6.6 Relates a text’s
format, structure
and choice of
English Stage 4
Resources
Quality
Teaching
Dimension /
elements
Significance
Students choose a theme from the book and illustrate it by writing a diary entry
based on their own imagined or actual experience. The content can be based on
events in the story, but it must not be too similar to any particular event.
(N)
Writing a newspaper article
Provide copies of newspapers and ask students to collect examples of
newspaper reports. They choose one, read it carefully and prepare to retell the
story in the report to the class.
Explore the structural and language features of a newspaper report using OHT 2
/ Student resource 4: Model newspaper report ( highlight features such as:
headline, narrow columns, caption, by line/journalist, structure of information
(general to specific) and graphics
Discuss the main event described in Chapter 21. Some rereading may be
necessary.
Students are to imagine they are reporters and contribute to a class joint
construction of a newspaper report on this event. Use the scaffold on Worksheet
21: Newspaper Report.
Jointly construct a newspaper report using the information from paragraph 3 on
page 219. The report can be extended using further details found on page 210 in
the title of play and the dedication to Grandfather.
Copies of
newspapers
Significance
(C)
OHT 2/
Student
resource 4:
Model
newspaper
report
Intellectual
Quality
(M)
Worksheet 21:
Newspaper
Report
More composing tasks
You may wish to offer some students in your class the opportunity for further
July 2005
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Outcomes
1. A student responds to and
composes texts for
understanding, interpretation,
critical analysis and pleasure.
4: A student uses and describes
language forms and features,
and structures of texts
appropriate to different
purposes, audiences and
contexts.
6: A student draws on
experience, information and
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
language to its
purpose
composing.
7.9a Write creative
or reflective
personal responses
to a text
7.9b Sustain
features of a given
text such as
characterisation,
tone, mood and
style
Note: It is assumed that students have had experience with the types of texts
included in the list below. If this is not the case for your students you will need to
provide models for them to explore individually or in pairs. The actual composing
could be done individually or in pairs:
-
Interview the author of Chinese Cinderella
-
Write a letter to the author of Chinese Cinderella detailing your opinion of
the story and asking any questions about the events, characters, themes,
or writing technique that you would like her to clarify
-
Create a poster to advertise the story to year 7 students studying in
Australia
-
Write a book review of Chinese Cinderella
Quality
Teaching
Dimension /
elements
Models of
interview,
letter, poster,
book review
provided by
teacher
Intellectual
Quality
(HOT)
Quality
Learning
Environment
(HE)
Part 4: Assessment Task : Writing
There are two parts to this writing assessment task.
Part A: Students are to imagine they are ONE of the characters in the novel and
write a series of (3) diary entries from the point of view of their chosen character
Part B: Students write a newspaper article about Adeline’s competition win.
First drafts are to be peer edited and final copies may use Publisher or a similar
computer publishing program or be a neat, handwritten copy using the format of a
diary or a newspaper report.
7.12b Edit at the
English Stage 4
Resources
July 2005
Student
information:
Assessment
task
Assessment
task: Marking
guidelines:
Intellectual
Quality
(DU)
Quality
Learning
Environment
(EQC)
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Outcomes
ESL Scales Links
ideas to imaginatively and
interpretively respond to and
compose texts.
whole-text level for
coherence and
focus
11. A student uses reflects on
and assesses individual and
collaborative skills for learning
A student learns to:
1.5 interpret, question and
challenge information and ideas
in texts through close study
1.7 respond to and compose
texts beyond the literal level
A student learns about:
3.8 terminology associated
with responding to and
composing information and
communication technology (ICT)
texts
3.9 the forms, features and
structures of interactive and
simulation texts, multimedia
texts and websites, including
layout and design, and the
nature and capacity for
interaction
7.5g Identify key
assumptions
underlying a text
7.5i Identify some
issues and
implications arising
from a text
7.5 k Discuss
different
interpretations of a
text
Teaching and learning activities with links to the Quality Teaching
framework
Resources
Quality
Teaching
Dimension /
elements
Parts A & B
Part 5: Optional activities
Discussion questions
In pairs discuss and answer questions for each section of the novel.
Worksheet 22:
Discussion
questions
Quality
Learning
Environment
(SD)
(SS-R)
Researching the author
(HE)
Research the author using her website (see below), extracts from her
autobiography Falling Leaves and other internet websites (see below).
Browse Adeline’s website at http://www.adelineyenmah.com
Her website contacts information about her life, family and books. (There is also a
section called ‘Teachers’ Notes’, accessed from the Chinese Cinderella page.) As
a class prepare a message to write to Adeline and post it on her Guestbook.
Encourage students to read Adeline’s other novels: Falling Leaves, Watching the
Tree, Chinese Cinderella and the Secret Dragon Society, A Thousand Pieces of
Gold: A Memoir of China’s Past Through its Proverbs.
(E)
http://www.ade
lineyenmah.co
m
Additional resources
Websites:
Multnomah County Library: “Talk it up! Book discussion groups for kids
http://www.multcolib.ort/talk/guides-chinese.html
Cinderella Stories
http://www.latimes.com/extras/ocreads/story_08.html
English Stage 4
July 2005
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Outcomes
ESL Scales Links
Teaching and learning activities with links to the Quality Teaching
framework
Resources
Quality
Teaching
Dimension /
elements
A summary of the Cinderella connections in the novel.
Chinese Cinderella
http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=0440228654&
view=tg
Teachers Guide with many activities
Adeline Yen Mah
http://www.hourofpower.org/interviews/Adeline.Yen.Mah.html
A religious site, but has good biographical info on Mah’s past and present life.
Quite short.
Cinderella – A multicultural View
http://www.ferrum.edu/lwhited/eng102/research2003/lane.pdf
All the variations from many cultures on Cinderella stories
Units of Work
http://www.curriculumsupport.nsw.edu.au/english/index.cfm?u=5&i=337
A unit of work for Stage 4 English by Riverside Girls High School called
Multicultural experience unit: Difference and Diversity which uses Chinese
Cinderella as a core text.
Useful reference texts:
Clutterback Peter: Good Grammar! Upper Primary, Blake Education, 1998
Down, Edward: Mastering Grammar, Longman, 1991
Morcom, Merle: English Matters, Book 6, Macmillan Education Aust.,1994
English Stage 4
July 2005
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