Unit/Lesson Title

Lesson duration
#2 Area of Study: Discovery Life of Pi
80 minutes
Rationale
Syllabus Outcomes
This lesson allows students to
1. A student demonstrates understanding of
explore the first three steps of
how relationships between composer,
analysing a text about discovery,
responder, text and context shape meaning.
using the workbook.
6. A student engages with the details of text in
Students are introduced to
order to respond critically and personally.
different types of discovery and
9. A student assesses the appropriateness of
link this to their prescribed text.
a range of processes and technologies in the
investigation and organisation of information
and ideas.
Prior Knowledge
Students have watched Life of Pi. They
have a good understanding of the
expectations for this area of study and are
beginning to think about the concept of
Discovery on a deeper level.
Learning
Outcomes

Time Guide

Students will
understand that
the concept of
discovery is
complex and
can be

10 mins

Stage: 6

Introduction (Engagement)

Display the discovery wheel (See Appendix B)

on the SMARTboard and ask students to copy it
into their books and write down the types of
discovery associated with each of the words
(these words are derived from the rubric!).
Students can then share with a partner and

Class: Standard HSC

English

Syllabus Content
1.4 Responding to and composing texts to achieve
particular meanings through a range of contexts.
6.1 Students learn about the ways they can respond
to texts by analysing texts in personal, social,
historical, cultural and workplace contexts in detail.
9.2 Students learn to assess the effectiveness of
processes and technologies by using individual and
collaborative processes to generate, clarify,
organise, refine and present ideas.

Risk Assessment
Risk associated with power/technology
usage

Content/Learning Experiences

Year: 12

Resources
Discovery wheel
SMART board
Discovery workbooks
Laptops
Headphones
Life of Pi film

Teaching Strategies
& Quality Teaching
Elements & Models
of English Teaching

Class
Organisation

Students at
desks with
view of
SMARTboard

Assessment
Techniques

associated with
many different
types.
Students will be
able to make
connections
between
discovery and a
text by linking it
with the
different types
of discovery
that it explores.
Students will
use the
exploration of
the text to
deepen their
understanding
of the concept
of discovery.

transfer/add ideas.
25 mins

35 mins

Body (Exploration/Transformation/Presentation)

Think, Pair, Share: Teacher questions students

to think about what types of discovery are
evident in the prescribed text, Life of Pi, using
the discovery wheel. They do this individually,
completing Activity 1 in the discovery workbook
(See Appendix C). Students can then share their
ideas with a partner, and then pairs can share
with the class. Students should add to their
booklets as ideas are shared.
Teacher shows 0:35 0:45:15 of film (boat
sinking scene) and will guide students through
using it as the first example for Activity 2 in the
discovery booklet (See Appendix C).
Upon watching, teacher will guide discussion
similar to the following
Using the discovery wheel, what type of
discovery could we explore from this scene?
Physical (boat sinking) Emotional (death of
family)
Who is the discoverer? Pi
What was the nature of the discovery? First
time discovery of the loss of his family, the loss
of a relationship, the death of a loved one
Describe the process of the discovery:
Sudden and unexpected, evoked by nature
What was the response to the discovery?

Paired / Whole
class discussion

Modeling /
teacher example
and explanation

Students at
desks.
Students pair
with students
nearby.
Students stand
to share ideas
with class.

Use
discussion to
check student
understanding
and readiness
to move
forwards
individually
with this
activity.

Students at
desks with view
of scene, with
pair.

Differentiation:
Small group
with teacher
while other
students work
at desks.
Complete exit
cards
individually at
desks and
hand to teacher

Questioning
after modelled
example to
give students
the option to
do another
with teacher.

Emotional, raw, confronting, provocative,

disbelief, loneliness, fear
What are the ramifications of the discovery?
Short-term = alone in the ocean. Long-term =
loss of family forever. Personal ramifications.
Students will then work individually or in pairs to
come up with two other examples (from different
scenes) to complete the activity. Students will
share all of their different examples. Students
will have access to film on their laptops with
headphones.
Differentiation: If more scaffolding is needed,
teacher may like to show another scene and
work through this table with a small group of
students or the whole class.
10 mins

Conclusion (Presentation/Reflection)

Students will use their ideas, and the ideas of

their peers to then complete Activity 3 in the
discovery booklet as an exit card.

as they leave.

Collaborative
work

Differentiation for
inclusion
Exit cards to
assess
students
understanding
and success
of lessons
learning
objectives
being met.

Unit/Lesson Title
Lesson duration
#3 Area of Study: Discovery Life of Pi
80 minutes
Syllabus Outcomes
Rationale
7. A student adapts and synthesizes a range
This lesson allows students to
of textual features to explore and
explore the next few steps for
communicate information, ideas and values
analysing a text about discovery,
for a variety of purposes, audiences and
using the workbook. Students

Stage: 6

Year: 12

Class: Standard HSC

English

Syllabus Content

7.1 Students learn about communicating

information, ideas and values for a variety of
purposes, audiences and contexts by identifying and
explaining the effects of language forms and

begin to analyse techniques used

in the text and their effects in
relation to discovery.

contexts.

features, and structures of texts.

Prior Knowledge
Risk Assessment
Resources
Students have watched Life of Pi. They
Risk associated with power/technology
Discovery workbooks
have a good understanding of the
usage
SMARTboard
expectations for this area of study and are
thinking about the concept of discovery on a
deeper level. They have linked Life if Pi to
the concept of discovery.
Time Guide
Content/Learning Experiences
Teaching Strategies
Class
Learning
&
Quality
Teaching
Organisation
Outcomes
Introduction (Engagement)
Elements & Models
15
mins
These should
of English Teaching
Revision of film techniques: Game of True or
be precise
Engagement
False using film techniques (teacher asks a
indicators of
Students
question, students place their hand on their
intended
standing
Accessing prior
heads for true and bottoms for false. Students
student learning
around the
knowledge /
sit down if they are wrong. The final person
classroom
revision
standing is the winner).
Students are
(sitting at
Teacher can use own T or F questions, or may
able to identify
desks if out)
use the following site
cinematic and
http://www.proprofs.com/quiz-school/story.php?
imaginative
title=cinematic-technique-terms
techniques
E.g. of own question
used in the film.
Diegetic sound is any sound that is presented
as having originated from inside the films world
Students are
true or false?
able to explain

Assessment
Techniques
what will you use
to assess their
learning
Assess prior
knowledge and
memory this
activity will tell
me whether I
need to do more
revision on
cinematic
techniques
before analysing
the text,
depending on
how sure
students are
about the

answers.

the effect of
techniques
used in the film.
Students are
able to explore
the
effectiveness of
the techniques
used in the film
to explore and
represent the
concept of
discovery.

Hand out cinematic techniques sheet (See

Appendix D).
Body (Exploration/Transformation/Presentation)

25 mins

Teacher presents scene analysis (carnivorous

island scene) PowerPoint presentation (See
Appendix E). During this presentation, teacher
will guide the discussion, prompting students
with focus questions and encouraging them to
share their own ideas and analysis.
The PowerPoint is presented in such a way that
the image extract from the scene is displayed
first to allow students to express their ideas
before my notes are displayed.
!! Students need to either be taking notes during
this analysis or beginning to complete Activity 4
in the discovery booklet during the discussion !!
(Tell them this before displaying PPT).

Providing
scaffolding
Metalanguage
Teacher guided
analysis
Questioning

Students at
desks with
view of PPT.

Discussion

Discovery
booklet will act
as a formative
assessment
throughout the
lesson
sequences.

Students selfregulation

Students complete Activity 4 in discovery

booklet.
25 mins
15 mins

Conclusion (Presentation/Reflection)

Teacher questions class about the ambiguous

ending
What is your opinion about the end?
Which story do you believe is the true story?
Why?

Questioning

Students
working at

What do you think was the purpose of creating

the ending in this way?

desks.

The films ending provokes curiosity and

speculation about the veracity of Pis story and
whether he created this imaginative allegory to
escape his discoveries about lifes harsh
realities and humanities shortcomings.
5 MIN FAST WRITE: In what ways does the
ambiguous ending of the film lead to new
discoveries for the audience/yourself?
(Broad range of answers/ideas It reveals to
the audience the relativity of truth. Through the
two stories, they discover that there in invention
in all truths and facts, because everyone is
observing everything from their own
perspective.)
Hand these into the teacher on their way out.

Higher order
thinking

Collect FAST
WRITE to
determine
whether
students are
considering
how texts can
activate
discovery
within
themselves,
not just the
characters.

Unit/Lesson Title
Lesson duration
Stage: 6
#4 Area of Study: Discovery
80 minutes
Life of Pi
Syllabus Outcomes
Rationale
6. Students engage with the detail of text in
This lesson is foreshadowing by
order to respond critically and personally.
the conclusion of last lesson, as
students begin to think about their 12. A student reflects on own processes of
responding and composing.
own discoveries they can gain
through texts rather than simply
the characters within the text.

Year: 12

Class: Standard HSC English

Syllabus Content

6.3 Students learn about the ways they can respond

to texts by composing and supporting a personal
response to texts.
Students learn about reflecting on their own
processes of responding and composing by:
12.1 Questioning meaning in and through texts
12.2 Articulating the ways they approach texts

Prior Knowledge
Risk Assessment
Resources
Students have watched Life of Pi and know
Movement during debate ensure room is
Workbooks
the expectations for this area of study. They clear from obstructions e.g. power cords.
Discovery booklets
have been exploring the concept of
SMART board
discovery on a deep level and have
Debate statements
analysed some features of the text and
linked them to discovery.
Time Guide
Content/Learning Experiences
Teaching Strategies
Class
Learning
&
Quality
Teaching
Organisation
Outcomes
Grouping &
Elements & Models
These should
Introduction (Engagement)
classroom
of English Teaching
environment
be precise
Body
(Exploration/Transformation/Presentation)
indicators of
Deep
Students at
Students to write a journal entry from the
15 mins
intended
understanding
desks working
perspective of Pi at the end of the movie, which
student learning
individually.
shows how his character has found renewed
perceptions of himself and/or others and/or the
Students will be
process of a discovery.
able to explore
discovery from
Now that students have empathized with Pi,
the perspective 15 mins
Connectedness
they turn their attention to their own discoveries
of a character
from the text. Students are to now complete
within the text.
Activity 5 in the discovery workbook
individually. This is a reflective process; teacher
needs to ask for quiet working at this point in the
lesson.
Students know
Students at
What is a thesis? write this on the
5 mins
that texts can
Brainstorm
desks with view
SMARTboard and invite a brainstorm.
inform
of
An argument, a point of view, an idea, a value or
discoveries of
belief, something that can be proved with
SMARTboard.

Assessment
Techniques
what will you use
to assess their
learning

Formative
assessment:
journal tells
whether
students can
understand
discoveries
from the
perspective of
a character.
Discovery
booklet will act
as a formative
assessment
throughout the
lesson

their own, as
the
reader/viewer.

evidence

30 mins

Students can
write arguments
or overarching
ideas about
discovery for
exploration.

sequences.

Before we begin thinking about our own thesis,

I have come up with two ideas, or thesis about
discovery if you like, that we are going to try to
debate!
Split the class into two groups and assign each
group a case to argue
Discovery is disruptive to society and
prevents stability
VS.
Discovery is necessary for society to
survive

Student-directed
Collaborative
team work
Engagement

Students
grouped into 2,
groups work on
opposite sides
of room. During
debate,
speaker will
stand at front.

Observations
and listening
to debate,
writing
anecdotal
notes of
arguments.

Give students time to discuss the statement

within their groups and write down some
arguments/ideas to use before beginning the
debate.
Teacher needs to guide the debate, prompting
when each person can speak and keeping the
peace if need be!!
There may be a clear winner based on
excellence of argument, or there may not be
thats fine.
15 mins
Conclusion (Presentation/Reflection)

Students can now begin trying to write their own

Teacher will

Students
working at
desks

Actively
rotating,
observing and

thesis about discovery that they will explore with

their prescribed text. They might like to write
several, and pick their best.

actively rotate to
assist with
ideas/editing

editing.