Edla478 G Cooney Assessment 3

EDLA478: English C&T
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Assessment 3: Teaching Novels and Narrative

Part A: Novel Critique
Novel 1: Malouf, D. (2010). Ransom. North Sydney, Australia: Vintage.
-
This text is a reimagining of the Iliad, expanding upon
approximately 12 lines of homers piece.

Some themes this text deals with are the consequences one
must take to ensure a legacy; the notion of personal autonomy
and chance against destiny and the idea of true bravery
against gender and class expectations.

Any level could read this text, however, the probability of
achieving a comprehensive analysis of it would take place in
higher levels such as year 9 and 10 as some of the language
throughout is quite complex. Additionally, this text could be
used as either a class text or as individual/small group reading.

In addition, as a result of the complexity of some of the
language, this text may not be suitable for less capable
students. Also, as it is based upon an ancient myth that has
been turned into films and such a student from any nationality
could read and understand this text, similarly, as a result of this
I also dont see this text as being gendered.
Novel 2: Adiga, A. (2008). The White Tiger. London, England: Atlantic

Books.
-
This text is centred on the protagonist Balram finding his own
identity in the newly prospering India.

The text has some indecent language and as a result may be
offensive to some parents/students. That is why I do not think it
would be suitable for younger levels without permission from
parents.
Some themes present on the text are the consequences to
tradition of globalisation, the corruption of India, and the
journey to find ones identity.

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Novel 3: Grenville, K. (2008). The Lieutenant. Melbourne, Australia:

Text Publishing.
-
This text is about the settlement of Australia from the eyes of
protagonist Daniel Rooke

While it does meet cross-curriculum aspects it may be quite
upsetting to some indigenous students as the text is based
upon a real story and the treatment of indigenous characters is
quite brutal.
Themes present in the text include the power of ones
conscience, the nature of conflict and the importance of
cultural understanding.
While some of the terms in this text a quite dense, with proper
guidance from a teacher this text would be okay to teach at any
level, however, for best results it would suit students with a
higher level of reading. While this text is not gendered as I see
it, it would suit those with an interest in history more than those
without one.
This text would be best suited as a classroom text as it could be
a part of a bigger unit, perhaps including indigenous texts as
well.
Part B: Unit Outline and Rationale

Rationale:
This unit is designed as a narrative unit suitable for year sevens. The
text that will be used as a focal point for the unit is Lewis Carrolls

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Alice in Wonderland. This text has been chosen as it is one most

students will have a background knowledge of, allowing for greater
engagement as they make connections and see differences between
the text and what they know to be Alice in Wonderland. Through
choosing a text that is inviting to students it promotes student
engagement, in addition to this Lewis Carroll presents an interesting
take on narrative, looking at the nonsensical elements that narrative
and imagination lends itself to. For that reason The power of
imagination has been chosen to be the topic of this unit. Through
inviting students to read critically by means of an inquiry question it
allows students to create connections. For example, how has
imagination been used to design characters? Or what writing styles
have been incorporated to create an imaginative landscape? Inquiry
based questions allow for students to investigate the ideas, promoting
individual and collaborative learning rather than just remembering
what the teacher has said.
The outlines that have been presented represent only a portion of the
overall unit however they are indicative of how the unit will run, as a
combination of the elements of studying print fiction and a
modification of the teaching and learning cycle to fit narrative rather
writing (Derewianka & Jones, 2003; Harfouche & Gutierrez, 2000).
Through scaffolding these lessons to build towards an understanding
of narrative elements and structure, the outline not only gives scope
to student voice through framing lessons around group work and
class discussions but it also attempts to build students critical
thinking skills (Reid, 2003, p.97). In addition to this, the lessons are
also centred around students building and understanding narrative
metalanguage as this will enhance their ability to achieved the
desired outcomes of thinking critically and understanding narrative
both structurally and creatively (Quinn, 2004).
When designing this unit, I didnt envision a particular approach, i.e.
personal growth, cultural heritage or critical. Rather I attempted to

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merge many of the theories, taking elements that will work in an

inclusive classroom environment as this, in turn, will cater to different
learning styles and allow for more flexibility in teaching (Henderson,
2012). Some ways in which the unit has been designed to cater for
differentiated learning is to allow students to choose their method of
assessment and choosing their role in the literature circles. Giving
students autonomy over certain decisions emphasises the notion of
growth through reading and writing as well as building upon their
skills (Ludwig, 2003). Similar to these approaches to the unit, much of
the unit is based upon Luke and Freebodys four literacy resources
framework, working at developing students to think critically about
what they read (Ludwig, 2003). Through working with students to
develop their critical thinking skills, students are then able to view a
text based upon what it presents and the context in which it is
created, rather than getting lost in the story itself. Through this
students can learn how texts are deeply implicated in the cultural
contexts in which they are produced and read (Misson & Morgan,
2006, p.3). In order to attempt to achieve this there will be many
opportunities for class discussion and small group work. One such
example is the literature circles; these will be scaffolded so that
student understanding and learning is ensured (Baxter, 2009).
Literature circles are seen as a great task as they promotes
collaborative learning coupled with independent reading (Culican &
Fattor, 2003). Similarly, to ensuring understanding and learning
through literature circles, the use of this tactic will produce a meaning
centred learning space, meaning that talk is on task and informing
meaning deepening understanding and substantive learning
(Edwards-Groves et al., 2014, p.83).
While small group work is essential to ensuring student understanding
they still need instruction in order to cement this understanding. For
that reason there have been specific classes dedicated to certain
narrative components. In regards to this text it is natural that

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students will have already seen a film adaptation, therefore clouding

their understanding, as they will automatically be drawn towards the
film representation. However, through specific learning activities that
require them to look upon the text, it is hoped that this will be
combated. Once such idea is looking at the author and his presence
throughout the text and the authority throughout the text, through
looking at narrative voice and choices, or offering different
perspective through which to read certain parts of the text (Gold,
2004). Through doing this students are required to step outside their
personal bubble and take the text for what it is, a narrative, rather
than what they have come to see it as. In addition to this students will
also be required to look at the language used, specifically, in
literature circles, unfamiliar terms and grammar choices that need
clarification. Through focusing on how language is chosen and used it
promotes a critical approach to narrative, focussing on how meaning
is created and the effects of this on the audience (Janks, 2010).
In regards to the other activities presented, the idea of a Facebook
profile to introduce students to characterisation has been chosen as it
presents a familiar form for students, one which caters to their digital
native nature. Through asking them to create a profile for a character
of their choice they need to understand the character, and see how
they have been presented and created by the author. This, in turn,
creates an understanding of the narrative element, without them
actually realising it, ensuring deeper knowledge and understanding.
When discussing the assessment, the elements that will be assessed
are their understanding of narrative structure, either through creating
their own, as a explanatory statement will be needed in addition to
their creative piece, or their analysis of the text, their knowledge of
how they are positioning readers or being positioned and how critical
they are in looking at texts they have made or read. As the students
are able to choose what they wish to do each criteria will need to be
broad enough that it encompasses all options. While this can be

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difficult in marking the assessment, it allows for differentiated

learning and diversity, promoting greater student understanding, and
allows students to play to their strengths, therefore making it a
worthwhile task.
Unit Outlines:
These outlines are a part of a year 7 narrative unit on Lewis Carrolls
Alice in Wonderland. The unit will focus on the power of imagination
and aims to not only attain a critical viewing of narrative elements by
students but also to get them to think creatively. I am deciding to
focus on imagination through narrative structure, as I believe it will be
more engaging than focusing on narrative structure alone. These
outlines take place at different stages throughout the unit. This unit,
in its entirety, will be about 24 lessons long and the outlines
presented sit at different stages throughout said unit. The first outline
describes one of the very first lessons in the unit, looking at building
the field of student knowledge and creating context, the next two are
a sequence that would take place in the same week about mid way
through the unit and look at plot, genre, setting and characterisation
and the last two outlines take place in the last two weeks of the unit
focusing on textual elements such as themes and developing a critical
understanding through looking at the values and imagery that
underpin these themes (Harfouche & Gutierrez, 2000). The major
assessment for this unit will be a range of options for students to
choose from. One option is to create a critical response to the text,
using the elements focussed upon throughout the unit and personal
feeling, another will be to create an imaginative piece that is similar
to Alice in Wonderland in some way, for example; an extra chapter,
different ending, setting in an alternate universe, about the dreams of
a child etc. This assessment task will have a variety of options to
cater for different capabilities and learning styles of students. It will

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cater for AusVELS statements (ACELA1763); (ACELT1805);

(ACELT1625); (ACELY1725); (ACELY1728).
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SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:
Year 7 English
DATE:
Where this lesson fits in the bigger unit: Lesson 1

LESSON DURATION: 60 minutes
TOPIC/FOCUS: Introduction to the power of imagination: looking at building the field and creating context in
regards to what society was like when the text was written.
AusVELS STATEMENTS:
-
Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate
metalanguage (ACELT1803)
Identify and explore ideas and viewpoints about events, issues and characters represented in texts
drawn from different historical, social and cultural contexts (ACELT1619)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective):
The students will be able to:
- Identify the context in which the text was written
- Evaluate how this context affects the meaning of the text and the way it was written
- Begin to create links between the context and the text itself in regards to narrative components
- Use metalanguage to discuss discovered connections
SUMMARY OF RESOURCES REQUIRED: padlet page for brainstorm activity
LESSON PROCEDURE
TIMIN
RESOURCES
G
STEPS OF THE LESSON
GOALS & METHODS OF
(Key activities and key questions)
EVALUATION
(Including specific informal
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and/or formal assessment

15
Opening (links to previous lesson/s or new topic,
links to AusVELS)
Students completion of the
minut
purpose of lesson):
task will be noted and how
es
In preparation of this class students will have
developed their responses
been asked to do a little digging on the author
are. In addition to this
and time period the text was written in. Through
contribution to class
getting students to investigate they are able to
discussion will be noted in
gain a little bit of context in relation to the piece.
order to balance in the
A few chosen students will explain their
following discussions; i.e. each
discoveries and this will be the basis for a small
student is able to give their
class discussion.
input.
After this the unit will be introduced; The power
Discuss aspects of texts,
of imagination, and the progression of the unit
for example their
will be explained. If students have any questions
aesthetic and social
now would be the time to answer them.
value, using relevant
Focus/guiding questions include:
and appropriate
How did society at the time influence this text?
metalanguage
Did it? Where can you see it?
(ACELT1803)
How does context help us understand the text?
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In what ways do you see differences/similarities

between the text and what you know from
adaptations?
Drawing upon this what do you expect from the
rest of the text/taking the text apart?
What do you know about narrative?
What would you like to know?
What obstacles do you see in working through this
novel?
Lesson Development:
Through formatively assessing
minut
Moving on from the class discussion students will
students progression on this
es
move into groups of no more than four, as this is a task, through walking around
35
Padlet
task on building the field they may chose their
and making sure students are
own groups, within reason.
productive, the teacher is able
Students will then need to create a concept map
to see who might need more
of sorts, looking at what they knew before the
help with the text and who
context task, what they now know, what they
may need extending. In
want to know and what they think of the text so
addition the teacher is able to
far. In addition to this they will need to
see what groups work and
hypothesise how the context of the piece
who may need to be moved
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influences the way it was written/ideas present
around to create an efficient
throughout it.
collaborative learning
In order to satisfactorily complete this task
environment.
students will need to post their answer/concept
map on the padlet page created by the teacher,
for example their
this is to allow students to learn from one another
and discover ideas they might not have thought
of.
and appropriate
As this is an introductory task, critical language is
metalanguage
not expected, rather they will look back upon this

at the end of the unit and see how they might
now improve it, through creating connections
between narrative elements and structure and a
critical viewing of the text.
(ACELT1803)
Identify and explore
ideas and viewpoints
about events, issues
and characters
represented in texts
drawn from different
historical, social and
cultural contexts
(ACELT1619)
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10
Closure (Options include summarising or
minut
reflecting on the learning achievements/analysing
es
errors; preparation for future lessons etc.):

Students will now come together as a whole and
discuss what they wish to find out through this
unit.
Furthermore the next few lessons and their
progression will be explained so students are
aware of whats to come.

Year 7 English
DATE:
Where this lesson fits in the bigger unit: Lesson 11 LESSON DURATION: 60 Minutes
TOPIC/FOCUS: Power of imagination: Looking at narrative elements, specifically plot, genre, setting,
through literature circles
AusVELS STATEMENTS:
-
Recognise and analyse the ways that characterisation, events and settings are combined in narratives,
and discuss the purposes and appeal of different approaches (ACELT1622)

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Analyse and explain the ways text structures and language features shape meaning and vary
according to audience and purpose (ACELY1721)

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas
of agreement and difference with others and justifying a point of view (ACELT1620)
-
Identify narrative elements throughout the text

Evaluate certain narrative elements impact upon the novel critically
Use metalanguage to discuss these impacts
Create links between different narrative elements and how they shape the text to present a certain
point of view
- Debate the importance of chosen narrative elements in the overall message of the text
SUMMARY OF RESOURCES REQUIRED: the text Alice in Wonderland and access to a device that can
create documents and share them on Google docs
LESSON PROCEDURE
GOALS & METHODS OF
TIMIN
G
RESOURCES
STEPS OF THE LESSON

EVALUATION
10
links to AusVELS)
Teacher will outline the
minut
purpose of lesson):
expectations of the task and
es
The process of this class will be explained to
look for any metalanguage
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students. This class will focus upon narrative
that may be used by students
elements that have already been explained to
in asking questions or making
students. Through getting them to apply these
statements about the task.
elements to the text it is envisioned that this will
create deeper understanding.
for example their
Firstly they will be evenly placed into literature
circles groups. Each group will be given a different
chapter and students will be able to pick their own
and appropriate
roles.
metalanguage
These roles are:
(ACELT1803)
Discussion director
o Develops a list of questions, directions the
group may want to take with the reading

Literary luminary
o Locates special sections that may want to be
read aloud, need further clarification

Connector
o Finds connections between the reading and
the world outside

o Draws upon the context of the piece
Summariser
o Prepares a brief summary of the reading
o Needs to talk about setting, character
development, narrative point of view and how
the treading links to the genre of the text
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Vocabulary enricher
o Selects some especially important words in
the reading
Travel tracer
o Tracks where the action takes place in the
reading
o Tracks how the plot is evolving
Investigator
o Digs up some background information on any
o
topic related to the reading

Draws upon context of the piece and the
genre
Illustrator
o Draws a picture related to the reading
o Draws upon imagery and figurative language
used through the text to create this image
Where possible it is envisioned that there will be no double

ups.
Possible focus questions to get students thinking

critically are:
Would the novel be the same without the plot
progression?
How does genre affect the way we read the text?
If we read this as an adult text would we read it
differently? Would we see different messages?
How does the setting affect the way we see the
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text? How does it affect what we imagine

wonderland to look like?
How does our viewing of a text change once we
begin to think about narrative elements?
These questions should be reiterated in the
closure of the class to see if any opinions have
35
Text
changed.
Lesson Development:
minut
Device (Laptop
Students will move into their chosen groups and
looking for student
es
or iPad)
begin the task.
understanding of the effects
In completing this task students are unaware that
of language features and text
they are breaking the codes and conventions that
structures in creating a
underpin narrative, looking at how the text is put
narrative through working
together and why, for example is it a convention
with the groups at intervals to
of the genre? In addition they are also looking at
see how they are tracking.
language choices and the effect this has on
Similarly, the teacher should
creating meaning throughout the text
be looking for the signs of
Once students have completed their individual
deep analysis in responses
tasks they will discuss their finding in their groups
and, if absent, direct students
and create a documents that has all of the
in a way that will combat this
Teacher will be formatively
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information discovered.
in order to achieve responses
From here students will then post their document
that link back to how these
into the class Google doc, or something similar
elements help in conveying
that allows student access, to promote
meaning throughout the text.
collaborative learning and allow students to look
Experiment with text
at all the chapters, while only doing a portion of
structures and language
the work.
features and their

effects in creating
literary texts, for
example, using rhythm,
sound effects,
monologue, layout,
navigation and colour
-
(ACELT1805)
Recognise and analyse
the ways that
characterisation, events
and settings are
combined in narratives,
and discuss the
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purposes and appeal of

different approaches
-
(ACELT1622)
Analyse and explain the
ways text structures and
language features shape
meaning and vary
according to audience
and purpose
15
(ACELY1721)
Reflect on ideas and opinions
minut
about characters, settings and
es
events in literary texts,
Students will then come together to reflect on
identifying areas of
their findings and how this may change how they
agreement and difference
originally viewed the text.
with others and justifying a
The teacher should be looking for critical findings,
point of view (ACELT1620)
and if this still isnt there focus on this more

throughout the next few classes, perhaps
focussing more on how narrative elements work
together to position the reader.
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Year 7 English
DATE:
LESSON DURATION: 60 Minutes
TOPIC/FOCUS: The power of imagination: Understanding characterisation through Facebook profiles

AusVELS STATEMENTS:
-
Recognise and analyse the ways that characterisation, events and settings are combined in narratives,
and discuss the purposes and appeal of different approaches (ACELT1622)

Compare the ways that language and images are used to create character, and to influence emotions
and opinions in different types of texts (ACELT1621)

Use a range of software, including word processing programs, to confidently create, edit and publish
written and multimodal texts (ACELY1728)

-
Recognise the importance of characterisation to the development of a narrative

Evaluate the way texts develop characterisation to present specific ideas
Compare how different characters are presented to position readers, i.e. heroic and villainous figures
Use a template to create a Facebook profile depicting one of the characters out of the text
Evaluate characterisation using the profiles
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SUMMARY OF RESOURCES REQUIRED: Facebook profile document (see appendix 1)

LESSON PROCEDURE
GOALS & METHODS OF
TIMIN
G
STEPS OF THE LESSON
RESOURCES
EVALUATION
10
links to AusVELS)
Teacher needs to make sure
minut
purpose of lesson):
students understand before
es
The outline for the lesson will be explained.
moving on as without
Students will need to choose a character of their
understanding this task
choice, however if an overabundance of one
cannot be formatively
character can be seen the teacher will need to
assessed to see student
balance this by asking some students to choose
development, nor will it work
another.
properly.
Students will then use the facebook profile that is

accessible to them on their devices to fill out the
profile for their chosen character.
Teacher is to outline that this a characterisation
task, therefore they need to look at different
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narrative elements and how this impacts the

character, also look at relationships and portrayal.
Teacher will answer any questions to the best of
their ability, however since this is a format they
will be very familiar with, it is hoped that students
will, for the most part, understand what is being
asked of them.
Focus questions to prompt students include:
How does figurative language affect how we see
this character?
Does the image (if applicable) match what you
saw in your head?
How do differing narrative elements affect the
40
Facebook
portrayal of this character?

Lesson Development:
minut
profile
Students will have the majority of the rest of the
ensure students are on task,
class to work on the profile.
offering help to those who are
They will need to complete this with the narrative
struggling. In viewing
in mind, if teacher sees too much of adaptation
students work it is imperative
characters, such as Disneys characters, it is
that an insight into the impact
es
Teacher will walk around and
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advised that the teacher ask the student to look
of characterization upon the
back through the book for Lewis Carrolls
text is shown, one way this
character rather than Disneys.
can be done is to have status
Students will need to create an in depth, with
that progress like the plot of
regard to the time restrictions; characterisation
the narrative.
analysis or they will be given the task for
Recognise and analyse
homework.
the ways that
Things students should be thinking is how is the
characterisation, events
character used to portray a specific stance, i.e
and settings are
Alice is heroic; the Queen of Hearts is evil. More
combined in narratives,
over, they will need to think how this conveys
and discuss the
meaning and how this affects the text. Ideas to
purposes and appeal of
show evidence of this thought may be to include
different approaches
certain aspects of the character in their about me

section, or include certain status that show how
the character influences the text.
(ACELT1622)
Compare the ways that
language and images
are used to create
character, and to
influence emotions and
opinions in different
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types of texts
-
(ACELT1621)
Use a range of software,
including word
processing programs, to
confidently create, edit
and publish written and
multimodal texts
10
(ACELY1728)
minut
es
In the last ten minutes, students who have
finished will be able to show the teacher and
explain their motivations behind their profile,
reflecting upon their choices and which different
narrative elements helped them in their creation.

For those who are not finished this will need to be
done for homework.
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Year 7 English
DATE:
TOPIC/FOCUS: The power of imagination: thematic presence in Lewis Carrolls nonsensical universe
AusVELS STATEMENTS:
-

- Draw connections between structural elements and theme
- Evaluate how these themes created meaning in the text
- Discuss thematic influence and how this positions a reader
SUMMARY OF RESOURCES REQUIRED:
LESSON PROCEDURE
GOALS & METHODS OF
TIMIN
G
RESOURCES
STEPS OF THE LESSON

EVALUATION
links to AusVELS)
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10
Discuss aspects of texts, for
minut
purpose of lesson):
example their aesthetic and
es
Themes to be analysed in this class are:
social value, using relevant
The search for identity
and appropriate
Reality and nonsense
Loss of childhood innocence in growing up

Life as one big puzzle
For this task students will move into groups of
four and look at one theme in depth.
The outline of the class will be explained to
students.
They will need to look at how the theme is
portrayed in the book.
Possible focus questions are: what evidence is
there? What narrative elements aid in this
40
portrayal?
Lesson Development:
Analyse and explain the ways
minut
Students will work in groups of four for half the
text structures and language
es
lesson, working on one theme. They will then
features shape meaning and
move into different groups, by means of a jigsaw
vary according to audience
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task, and discuss their findings in their new
and purpose (ACELY1721)
groups. Through doing this it is envisioned that

students will learn about each theme without
having to do all the work themselves, promoting
10
collaborative learning.
minut
es

In closing this task students will be asked to give
insight into what they learnt. Possible prompting
question include: How does theme give insight
into different perspectives of the text? Do any of
the themes overlap? Do any contradict each
other? Why?

Year 7 English
DATE:
TOPIC/FOCUS: The power of imagination: using our critical eyes
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AusVELS STATEMENTS:
-
Understand how language is used to evaluate texts and how evaluations about a text can be
substantiated by reference to the text and other sources (ACELA1782)


- Critically asses language choices in creating meaning throughout the text
- Evaluate how the context of the text aids in understanding its meaning
- Analyse narrative elements in shaping specific meaning throughout the text
SUMMARY OF RESOURCES REQUIRED: Learning role cards (see appendix 2)
LESSON PROCEDURE
GOALS & METHODS OF
TIMIN
G
RESOURCES
STEPS OF THE LESSON

EVALUATION
links to AusVELS)
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10
minut
purpose of lesson):
es
This lesson attempts to see how students are
tracking in regards to critical thinking. As this is
and appropriate
towards the end of the unit, now is the time to
address any issues that evolve from this task.

This lesson will require students to be in groups of
four and each look at the text using one of the
role cards. Students will then collaborate at the
end of the class, teaching the others in their
group what they learnt from their investigation
with their card.
Possible focus questions include:
How is language used to create meaning
throughout the text?
In what ways are you being positioned to view a
character/idea a certain way?
What messages do you see throughout this text?
What links can you make between the text and
your life/outside world?
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40
Learning role
Lesson Development:
Understand how language is
minut
cards
Students will use the class time given to work
used to evaluate texts and
their way through the role cards, using the
how evaluations about a text
prompting questions on the cards to guide their
can be substantiated by
investigation. In the last ten to fifteen minutes,
reference to the text and
before the closure of the lesson, students will
other sources (ACELA1782)
share their discoveries with the rest of their
group.
Teacher will need to be moving around the class
to see if students are using appropriate language
and appropriate
when looking at text/understanding what is
expected of them
Analyse and explain the ways
It is hoped that by the end of this class students
text structures and language
will have a deeper level of critical understanding
features shape meaning and
about how to view texts
vary according to audience
es
and purpose (ACELY1721)
G.Cooney S00153568
10
minut
es
Students will be asked to reflect upon the task
and appropriate
and their responses, sharing any interesting
insights they came across.

Reference List:
Baxter, D. (2009). Small group work, in Gannon, Susanne, Howie, Mark & Sawyer, Wayne, Charged with
meaning: re-viewing English (197-203). Phoenix Education, New South Wales.
Culican, S., & Fattor, T. (2003). Who says boys dont read? They do in literature circles. Literacy Learning: The
Middle Years, 11(2), i-viii.
Derewianka, B, & Jones, P. (2013). Teaching Language in Context. South Melbourne, VIC: Oxford University
Press.
G.Cooney S00153568
Edwards-Groves, C., Anstey, M., & Bull, G. (2014). Orchestrating dialogic pedagogies: talk practices for
learning-focused teaching, in Edwards-Groves, Christine, Anstey, Michelle, & Bull, Geoff, Classroom talk:
understanding dialogue, pedagogy and practice (76-106). Primary English Teaching Association
Australia, New South Wales.
Gold, E. (2004). Deconstructive approaches in the teaching of texts, in Sawyer, Wayne, & Gold, Eva,
Reviewing English in the 21st century (300-303). Phoenix Education, Melbourne.
Harfouche, G., & Gutierrez, A. (2000). Studying Print Fictions Handout for professional development of staff.
Retrieved from http://leo.acu.edu.au/mod/resource/view.php?id=864234.
Henderson, R. (2012) Teaching literacies: principles and practices, in Henderson, Robyn, Teaching literacies in
the middle years: pedagogies and diversity (pp. 3-17). South Melbourne, VIC: Oxford University Press.
Janks, H. (2010). Reading texts critically, in Janks, Hilary, Literacy and power (61-98). Routledge, New York.
Ludwig, C. (2003) 'Making sense of literacy', ALEA Today, February.
Misson, R. & Morgan, W. (2006) The cultural and the critical, the Aesthetic and the Political, in R. Misson & W.
Morgan, Critical literacy and the aesthetic: transforming the English classroom {pp. 1-20}. Urbana,
Ill: National Council of Teachers of English.
G.Cooney S00153568
Quinn, M. (2004). Talking with Jess: Looking at how metalanguage assisted explanation writing in the middle
years. Australian Journal of Language and Literacy, 27(3), 245. Retrieved from
http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?id=GALE
%7CA136339035&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=449b3ae5fa02209b6a43f93bd13e6ef3.
Reid, I. (2003). The Persistent Pedagogy of 'Growth'. In D. Homer, B. Doecke, H. Nixon, & Australian Association
for the Teaching of English, English teachers at work: narratives, counter narratives and arguments (pp.
97-108). Kent Town, SA: Wakefield Press in association with the Australian Association for the teaching
of English.
G.Cooney S00153568
Appendices:
Appendix 1: Facebook profile
Harpursville Central School District. (2015). Farcebook Template. Retrieved from
www.hcs.stier.org/Downloads/Farcebook_template2.doc.
G.Cooney S00153568
Appendix 2: Learning role cards

MyRead. (2002). Learning Role Cards. Retireved from http://www.myread.org/organisation.htm#cards.
Learning Role Cards (Based on the Four Roles/Resources of the Reader)
LEARNING ROLE
G.Cooney S00153568
LEARNING ROLE
CODE BREAKER
USER
How do I crack this code?
What do I do with this text?
What words are interesting, difficult or tricky? How did
you work them out?
What sort of text is this? (Information, story/narrative)

How do you know?
What words have unusual spelling?
Is it fact or opinion? How do you know?
What words have the same sound or letter pattern or
How can you find information in this text?
How did the author start this text? Did it suit its purpose?
Who would read a text like this? Why?
If you wrote a text like this what words and phrases
number of syllables?
What words have the same base word or prefix or suffix?

What words mean the same (synonyms)?
What smaller word can you find in this word to help you
would you use?
work it out?
What words are tricky to pronounce?
How is the language the same/ different from other

similar texts you have read?
G.Cooney S00153568
How is this word used in this context?
Could the text help solve a real life problem?
What different reading strategies did you use to decode
If you were going to put this text on a web page, how
this text?
would it be different to the print version?
Are the pictures close ups, mid or long shots?
What is the purpose of this text?
Are the pictures high angle or low angle?
Could you use these ideas in a poem, story, play,

advertisement, report, brochure or poster?
Were there any word pictures, e.g. similes and

metaphors? How did you work them out?
LEARNING ROLE
How would the language and structure change?
LEARNING ROLE
PARTICIPANT (EXPERT)
ANALYST (INVESTIGATOR)
G.Cooney S00153568
What does this text mean to me?
Does the text remind you of something that has
What does this text do to me?
Is the text fair?
What would the text be like if the main characters were
happened to you or to someone else you know?
What does the title/cover suggest that the text is about?
What might happen next? What words or phrases give
girls rather than boys and vice versa? Consider different

race and cultural backgrounds too.
you this idea?
How would the text be different if told from another

point of view?
What are the characters thinking and feeling? How do

you know?
How would the text be different if told in another time or

place, e.g. 1900 or 2100?
What message is the author presenting?
Why do you think the author chose this title?
Think about why the author chose particular words and
What are the main ideas presented?

What do the pictures (graphs, diagrams, tables,
phrases.
captions, illustrations) tell us?
Are there stereotypes in the text?
Who does the text favour or represent?
Do they fit in with the text and do they provide more

information?
G.Cooney S00153568
What did you feel as you read this part?
Who does the text reject or silence?
Describe or draw a picture of a character, event or
How does this text claim authority? (Consider language,
scene from the text.
structure and content)
Who is allowed to speak? Who is quoted?

Edla478 G Cooney Assessment 3

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EDLA478: English C&T

Assessment 3: Teaching Novels and Narrative

This text is a reimagining of the Iliad, expanding upon

approximately 12 lines of homers piece.

against gender and class expectations.

used as either a class text or as individual/small group reading.

Novel 2: Adiga, A. (2008). The White Tiger. London, England: Atlantic

This text is centred on the protagonist Balram finding his own

identity in the newly prospering India.

EDLA478: English C&T

Novel 3: Grenville, K. (2008). The Lieutenant. Melbourne, Australia:

This text is about the settlement of Australia from the eyes of

protagonist Daniel Rooke

Part B: Unit Outline and Rationale

EDLA478: English C&T

Alice in Wonderland. This text has been chosen as it is one most

EDLA478: English C&T

merge many of the theories, taking elements that will work in an

EDLA478: English C&T

students will have already seen a film adaptation, therefore clouding

EDLA478: English C&T

difficult in marking the assessment, it allows for differentiated

EDLA478: English C&T

cater for AusVELS statements (ACELA1763); (ACELT1805);

EDLA478: English C&T

SECONDARY LESSON PLAN

Where this lesson fits in the bigger unit: Lesson 1

drawn from different historical, social and cultural contexts (ACELT1619)

STEPS OF THE LESSON

GOALS & METHODS OF

(Key activities and key questions)

EDLA478: English C&T

and/or formal assessment

Opening (links to previous lesson/s or new topic,

task will be noted and how

In preparation of this class students will have

developed their responses

been asked to do a little digging on the author

are. In addition to this

and time period the text was written in. Through

getting students to investigate they are able to

discussion will be noted in

gain a little bit of context in relation to the piece.

order to balance in the

A few chosen students will explain their

following discussions; i.e. each

discoveries and this will be the basis for a small

student is able to give their

After this the unit will be introduced; The power

Discuss aspects of texts,

of imagination, and the progression of the unit

for example their

will be explained. If students have any questions

aesthetic and social

now would be the time to answer them.

value, using relevant

Focus/guiding questions include:

How did society at the time influence this text?

Did it? Where can you see it?

How does context help us understand the text?

EDLA478: English C&T

In what ways do you see differences/similarities

Through formatively assessing