Evaluation and Reconstruction of

Stage 4 English Sustainability Unit

Assignment 1: Professional Task
Prepared for: Western Sydney University, Unit 102098 Contemporary
Teacher Leadership
Prepared by: Zoe-Lee Fuller, 16343229
Zoe-Lee Fuller 16343229

Table of Contents
Abstract..................................................................................................................3
Introduction & Background Information..................................................................4
Recommendations for the Improvement of the Stage 4 English Sustainability Unit
...............................................................................................................................6
(1) Literacy........................................................................................................................................................... 6
(2) Numeracy...................................................................................................................................................... 7
(3) Personal & Social Capability.................................................................................................................. 8
(4) Inquiry Learning......................................................................................................................................... 9
(5) Creative and Critical Thinking........................................................................................................... 10
Contextual Redesigned Unit of Work.....................................................................12
Comparative Table........................................................................................................................................ 13
Scope and Sequence..................................................................................................................................... 16
Concept Map.................................................................................................................................................... 18
Assessment Task............................................................................................................................................ 19
Assessment Marking Criteria.................................................................................................................... 20
Unit Outline...................................................................................................................................................... 21
References............................................................................................................30
Appendices of Original Documents.......................................................................33
Appendix 1.1 Original Unit Teaching Context................................................................................. 34
Appendix 1.2 Original Unit..................................................................................................................... 35
Appendix 1.3 Persuasive Techniques/Severn Suzuki Cullis speech handout....................50

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Abstract

This report, prepared for the English Faculty of Northmead Creative and Performing
Arts High School, contains the evaluation and reconstruction of one Stage 4 English
unit entitled, Sustainability: What kind of world do you want to live in? This report
contains recommendations for the improvement of the unit, for Gifted and Talented
students, based on current educational literature. The reconstructed unit was
planned using the principles of Understanding by Design (Wiggins & McTighe, 2005),
and aims to improve student cognitive engagement through inquiry learning and
Blooms Revised Taxonomy (Anderson & Bloom, 2001).

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Introduction & Background Information

This report has been prepared for the use of the English faculty of Northmead
Creative and Performing Arts High School as an evaluation of the facultys Stage 4
English unit of work, Sustainability: What kind of world do you want to live in?. This
evaluation has been conducted due to the consistency of low student engagement in
years past. This report provides recommendations for the improvement of the unit of
work for a new context, Year 8 Gifted and Talented students, taking into account
contemporary education literature and empirical research. Included in this report is a
revised copy of the unit outline, scope and sequence, and one formative assessment
task. The revised unit has been planned using the principles of Understanding by
Design (UbD) (Wiggins & McTighe, 2005), a method of curriculum planning which
entails backwards mapping, that is, firstly identifying the learning outcomes,
constructing an assessment to test those outcomes, and then planning the steps
from there backwards that will enable students to demonstrate those outcomes.

The recommendations to the faculty are on the basis of personal experience, that is,
having taught an excerpt of the original unit, and the consequent perception of
certain strengths within the unit that, with proper cultivation, could potentially
translate into meaningful, authentic, engaging learning experiences for students.
Northmead Creative and Performing Arts High School provides such experiences for
students in the artistic disciplines; there is no reason it should not also do so in
English. In championing this cause, this report focuses on five keys areas, literacy,
numeracy, personal and social capability, inquiry learning, and creative and critical
thinking.

Goals

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The recommendations of this report aim to:

o Enhance authentic literacy and numeracy instruction in the English classroom.
o Engage students in taking an active role in their learning.
o Assist students in their ability to think critically and creatively.
o Integrate the Australian Curriculum General Capabilities with authenticity and
meaning.

Recommendations
This report recommends:

o Providing meaningful literacy and numeracy learning experiences through the

application of literacy and numeracy strategies, such as semantic vocabulary
mapping, concept mapping, and the use of graphic organisers to interpret,
construct and represent numerical data.
o Providing multiple opportunities for working in groups, with a focus on
diplomacy and collaboration.
o Improving students language and communication skills, particularly in
recognition, interpretation and delivery, through the study of persuasive
language.
o Increasing students engagement through inquiry learning and the provision
of student agency and self-regulation in their learning.
o Increasing students cognitive engagement through fostering critical, creative
and higher order thinking, with the use of Blooms Revised Taxonomy
(Anderson & Bloom, 2001).

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Recommendations for the Improvement of

the Stage 4 English Sustainability Unit

The following recommendations fall within, and are with regards to, five learning
domains within the revised unit. These include: (1) Literacy; (2) Numeracy; (3)
Personal and Social Capability; (4) Inquiry Learning; and (5) Creative and Critical
Thinking.

(1) Literacy

The first recommendation for the improvement of the Stage 4 English Sustainability
unit concerns the literacy instruction embedded within. The original unit, as intended
for a mixed ability Year 7 class, includes learning a series of topical vocabulary, which
is necessary for understanding much of the content regarding sustainability.
However, these concepts are taught in a vacuum in the initial lesson, in a
decontextualised definition or dictionary style of method, and fail to be integrated
with content throughout the rest of the unit. Wright and Cervetti (2017) found in
their research review that this style of vocabulary instruction had little to no long-
term impact on the general comprehension and literacy levels of students. They did
find, however, that active processing during vocabulary instruction had a greater
impact on literacy levels, and further suggest that this might be augmented by
students self monitoring for understanding (Wright and Cervetti, 2017).

Semantic mapping can provide an active processing method of learning the relevant
topical vocabulary in the unit of work. Semantic mapping involves plotting newly
learned words on a concept map, whereby students connect these with their
definitions, synonyms, contextual meanings, and other links and meanings, as they
learn more about them (Antonacci, OCallaghan, & Berkowitz, 2015). Of the most

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significance, semantic mapping enables students to connect new word meaning

with prior knowledge (NSW Centre for Effective Reading, n.d.). The importance of
linking new content with students background knowledge must not be
underestimated. There are clear, direct links between the breadth and depth of a
students prior knowledge of a certain topic, and their capacity for learning new
information on said topic (Marzano, 2004). By representing the links between prior
knowledge, new topical vocabulary, and emergent understanding, through graphic
organisers, students are more likely to retain the new vocabulary, as the learning of
new information is more efficient when represented both verbally and visually,
simultaneously (Clark & Paivio, 1991; Dexter, 2010; Klein Reutebuch, Ciullo & Vaughn,
2012). Finally, the use of concept maps can engage students in higher order thinking
(Zvacek, Restivo, & Chouzal, 2013), which is crucial in the teaching and learning of
gifted and talented students (Goodhew, 2009).

Thus it is recommended that the vocabulary instruction of relevant concepts in the

revised unit, be taught explicitly through semantic mapping, with the use of
advanced organisers such as concept maps, so as to provide meaningful,
contextualised literacy instruction (Antonacci, OCallaghan, & Berkowitz, 2015).
Furthermore, these are to be augmented and added to over the course of the unit,
as students gain further conceptual and contextual knowledge about the terms, and
are capable of self-monitoring their learning of them.

(2) Numeracy

The second recommendation for the improvement of the unit of work concerns
numeracy. While embedding numeracy instruction in an English curriculum presents
a challenge, it is necessary to do so to improve students numerate understanding,
and for the sake of the Australian Curriculums General Capabilities. As such, the
original unit of work prescribes the use of maps, graphs, and statistics during the
study of such concepts as pollution, energy, and recycling, yet lacking any
directive for how these must be incorporated. Due to the reimagining of this unit as

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student centred and inquiry driven, a greater emphasis must now be placed on the
use of maps, graphs and statistics, as students acquire and demonstrate knowledge.
Specifically, it is beneficial for students to collect and construct their own data for
analysis to supplement their inquiries (NSW Department of Education, 2015).
Graphic organisers may play a similar role in this manner, as they were described in
the literacy section, above, enabling students interpret and demonstrate that data.
Thus, it is recommended that the redesigned unit of work require students to include
the representation of relevant numerical information from their inquiries, and
connect these to verbal and other forms of information, through graphic organisers.

(3) Personal & Social Capability

The third and fourth recommendations for improving the unit of work pertains to the
general capability, Personal and Social Capability, which speaks to the social and
emotional wellbeing and learning of students. Within the original scope of the unit of
work there are plenty of opportunities for class discussion, and this is surely
beneficial for students social learning, as they learn to understand themselves and
others (ACARA, n.d.). However, the unit also prescribes as its final summative
assessment a group work project, without giving students prior opportunities for
negotiating the issues that may arise from working in groups. Part of the education
inherent in Personal and Social Capability is learning to negotiate with peers, working
as a team, being empathetic to others perspectives and receptive to their ideas
(ACARA, n.d.). Thus, it is recommended that the redesigned unit include increasing
opportunities for group work, with a focus on diplomacy, collaboration, and peer
support in order to build positive peer relationships (Borvkov, & Emanovsk,
2016). Furthermore, students will spend each lesson in the redesigned unit working
with their inquiry team, formulating research questions, conducting research,
reflecting on their research process, examining persuasive texts, and creating
persuasive texts. Ideally, this will prepare students for future group tasks and
assessments.

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Personal and Social Capability also involves language, communication and its
interpretation. Thus, in an English Curriculum, learning about the effects, impacts,
and interpretation of language and its structure, such as persuasive language
techniques, aid the development of student personal and social capability in terms of
effective communication (ACARA, n.d.). The original unit of work contains, therein,
one lesson about the persuasive language found in a speech, with the expectation
that students, armed with the knowledge gained from the one lesson, go onto
construct their own persuasive text, a speech to be given in class. It is certainly
strength, in terms of both Literacy and Personal and Social Capability, to be teaching
students to recognise, identify and use persuasive language techniques. However, it
is surely to their detriment, again, both in terms of Literacy and Personal and Social
Capability skill sets, to be taught to recognise it in only one text. Such a method of
teaching textual concept may reduce the impact of the learning down to the minutia
of a single text, rather than how the concept operates to make meaning in a variety
of texts, and in a variety of ways (Gold and Greene, 2016). Thus, it is recommended
that persuasive language techniques be taught through a variety of texts, including
visual, so that students can see how it operates and makes meaning in multiple
formats. Students will also be creating a variety of different persuasive texts of
multiple formats, thus they will be better equipped to use persuasion in their
personal and social communications, as well as the formative assessment developed
for the section of the unit that has been evaluated.

(4) Inquiry Learning

The fifth recommendation for the unit in question concerns inquiry-based learning.
The original unit has a driving focus question, that is, what kind of world do you
want to live in? which suggests that the unit may be intended as an inquiry unit. The
units prescribed lessons and activities, however, lack the principles of inquiry
learning, that is, the activities are not inquiry driven or student centred, but rather

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teacher centred. Students have little influence over the direction of their studies
within the unit. Inquiry-based learning is capable of providing students with
authentic, enriching learning experiences, but in order to so must endorse a learner-
centered, learner-directed, and inquiry-oriented approach to learning (Blessinger &
Carfora, 2014). This approach enables students to exert agency in, and responsibility
for, their learning, which can in turn greatly impact motivation and cognitive
engagement (Reeve and Tseng, 2011).

Therefore, it is recommended that the redesigned unit adopts an inquiry-based

approach that enables students to self-regulate their learning and construct their
own knowledge (Boas, 2016). In doing so, updates to the unit include having
students form inquiry teams, design their own research questions to assist their
inquiries, and reflect upon and evaluate their research questions and the knowledge
it yielded them.

(5) Creative and Critical Thinking

The final recommendations for the improvement of the unit of work concerns
creative and critical thinking. A great strength of the original unit is that the creative
tasks include a wide variety of text types, that is, students are expected to create
various types of texts. The unit, however, often fails to give students an example of
these text types before expecting them to create. This is clearly a disservice to
students ability to create these texts, after all one can hardly expect students to
write a poem or create an advertisement if they have no knowledge of the
conventions or the possibilities of such products. Furthermore, research shows that
students highly value the provision of exemplars prior to task completion, so that
they are better informed as to what the task requires of them (Handley & Williams,
2011). Therefore, it is recommended that for each persuasive text students are asked
to create in the revised unit, they first inquire, with their teams, as to how persuasive

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language may operate, and make meaning, within that text type through an example
of it.

The failure to encourage significant critical thinking in students is of particular

weakness in the original unit. Critical, or higher order, thinking is key to meaningful
learning and cognitive engagement, but particularly so for gifted and talented
students (Goodhew, 2009). Higher order questioning gives students opportunities to
explain, analyse, apply, justify, and evaluate, which enhances mental faculties
necessary for critical thinking and cognitive engagement (Smart & Marshall, 2013).
Blooms Revised Taxonomy provides a useful tool for encouraging critical thinking in
tasks (Anderson & Bloom, 2001), and can enable students to focus their inquiries
(Reeves, 2011). Thus, the final recommendation for the improvement of the Stage 4
English Sustainability unit is that students use Blooms Revised Taxonomy to
construct the research questions that guide their inquiries. In doing so, students are
able to guide their inquiries to match their own cognitive abilities and interests, thus
engaging them in their learning, and forcing their hand in its responsibility.

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Contextual Redesigned Unit of Work

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Comparative Table
FOCUS AREA STRENGTHS
LITERACY Topical vocabulary learning
Teaches persuasive language
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techniques.
Advanced organisers used for
identifying persuasive
language techniques
NUMERACY Use of maps and graphs
PERSONAL & Numerous opportunities for
SOCIAL CAPABILITY class discussion.
Learning about the effects,
impacts, and interpretation of
language and its structure,
such as persuasive language
techniques, aid the
development of student
personal and social capability
in terms of effective
communication (ACARA,
WEAKNESSES
Further contextual knowledge
of vocabulary needed.
Persuasive language touched
on only briefly (one lesson),
and in one text type (speech)
before expected to write a
persuasive speech.
Fails to link organiser to writing
a response.
More emphasis and
opportunities needed.
Little to no opportunities for
paired/group work
ALTERATIONS
Semantic vocabulary mapping of
content specific concepts proves a
useful strategy for content area literacy
instruction (Antonacci, OCallaghan, &
Berkowitz, 2015). These are added to
over the course of the unit as students
knowledge and understanding of the
relevant concepts broaden.
Teaching to recognise, analyse, and
create persuasive language in a variety
of text types (speech, advertisement,
mockumentary, political cartoon),
before the persuasive presentation
assessment.
Advanced organiser linking identifying
language techniques to a written
response, i.e. STEEL, (Dexter, 2010;
Klein Reutebuch, Ciullo & Vaughn, 2012)
These various strategies provide a
beneficial balance of both generic and
content area literacy instruction,
necessary for academic achievement
(Lai, Wilson, McNaughton, & Hsiao,
2014).
Students are encouraged to collect and
construct their own data for analysis to
supplement their inquiries (NSW
Department of Education, 2015).
Increase group work, with focus on
diplomacy, collaboration, and peer
support will to build positive peer
relationships (Borvkov, & Emanovsk,
2016).
 Zoe-Lee Fuller 16343229

Scope and Sequence

English Stage 4 (Year 8) scope and sequence

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Travels in time Living on the edge
This unit focuses on the picture book My Place, and/or the TV series of the This unit is a close study of the novel A Small Free Kiss in the Dark. Skills in novel analysis are developed through a focus
same name, and/or the My Place website 8to help students understand how on character, theme and language. This novel explores questions of hope, friendship, homelessness, love, loyalty and
Term 1

Australian culture has changed over time. My Place is read and deconstructed courage.
in terms of its visual features and how it is transformed in the TV series and Types of texts: fiction; print text
website.
Types of texts: fiction, nonfiction; visual texts, media, multimedia and digital
texts
Focus outcomes: EN4-1A, EN4-3B, EN4-6C, EN4-7D, EN4-9E Focus outcomes: EN4-2A, EN4-3B, EN4-5C, EN4-7D, EN4-9E

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Environmental Sustainability Inquiry What kind of world do you want to live in?
Persuasive Language How can we make a difference?
Students explore issues of environmental sustainability through student- Students explore through inquiry case studies of individuals and organisations that have taken on responsibility for
Term 2

constructed inquiry and through persuasive texts of varying text types. making a difference in issues of environmental sustainability. They study and analyse texts in which environmental
Students learn to recognise and analyse persuasive language techniques in issues and their remedy arise, such as Dr Seuss The Lorax. They create texts, which address these same issues. Students
both written and visual texts. They compose their own persuasive written and work in groups to present their final Sustainability Action Proposal.
visual texts for different audiences and situations.

Focus outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-5C Focus outcomes: EN4-2A, EN4-3B, EN4-4B, EN4-5C, EN4-6C, EN4-7D
Term 3

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
The storyteller and the story Teenage online magazine
Students explore the role of the storyteller and the story in society. Through responding to a variety of stories from Students design, develop and publish an online magazine for a teenage
around the world in a range of modes and media, students develop an appreciation of story and an understanding of audience. They develop their own ideas and perspectives on a range of issues
the features of engaging stories. They compose their own imaginative texts and present them using a multimodal and concerns about youth culture. Students respond to and compose a variety
presentation. of contemporary media and digital texts.
 Zoe-Lee Fuller 16343229

Types of texts: fiction, poetry, nonfiction; spoken texts, print texts, media, multimedia and digital texts (websites, audio) Types of texts: media, multimedia and digital texts

Focus outcomes: EN4-2A, EN4-4B, EN4-5C, EN4-7D, EN4-9E Focus outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-5C, EN4-9E

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Wolves and their representation Drama
The historical representation of wolves in the context of fairytales is the focus of this unit. Students Students experience play reading, learning about dramatic techniques, and performance of a scene
Term 4

explore the mythology surrounding wolves and how this is used in literature. in groups. This unit includes peer and self-assessment.
Suggested texts: Beware of the Storybook Wolf, Into the Forest Suggested texts: Hitlers Daughter: the play, Private Peaceful, Skellig: the play
Types of texts: fiction, nonfiction; print texts, visual texts Types of texts: drama; print texts
Focus outcomes: EN4-2A, EN4-4B, EN4-5C, EN4-8D, EN4-9E Focus outcomes: EN4-1A, EN4-2A, EN4-5C, EN4-7D, EN4-9E
Zoe-Lee Fuller 16343229

Concept Map
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Assessment Task
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Outcomes to be assessed:

EN4-1A Responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure.
EN4-2A Effectively uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies.
EN4-3B Uses and describes language forms, features and structures of texts appropriate to
a range of purposes, audiences and contexts.
EN4-4B Makes effective language choices to creatively shape meaning with accuracy, clarity
and coherence.

Course components and weightings selected:

Stage 4 English: Environmental Sustainability Inquiry 20 marks

Assessment Task:

You are to prepare a persuasive presentation advocating for the kind of world you want to
live in and how to achieve it. In your presentation you must persuade your audience to take
up changes to their lifestyle for the good of the environment and sustainability.

You must use at least four (4) persuasive language techniques.

Your presentation must run for at least 2 minutes and not exceed 3 minutes.
You may use multimodal examples in support of your arguments, for example:
photographs, video clips, sound bytes/clips, diagrams, graphs, concept maps etc.
You may prepare your presentation in digital (PowerPoint, Prezi, multimodal, blog,
etc.) or non-digital format (poster, speech, collage, etc.).

You will be assessed on how well you:

Present your arguments appropriately for the audience, purpose and context
(S4O1RC01);
Use a range of effective strategies for organising information, ideas and/or arguments
(S4O2RC16);
Understand and use rhetorical devices for persuasion (S4O3DA12);
Use deliberate language and textual choices, including, where appropriate, digital
elements (S4O4RC8);
Express considered points of view and arguments accurately and coherently
(S405RC10).

Assessment Marking Criteria

 Criteria Marks
Within the time limit.
Zoe-Lee Fuller 16343229 1620
Arguments are presented appropriately for the audience, purpose, and
context.
A wide range of strategies is used effectively for organising information,
ideas and/or arguments. Unit Outline
Demonstrates a sophisticated understanding of rhetorical devices for the use
of persuasion.
Year 8 English Program
Uses deliberate and purposeful language and textual choices, including,
Term 3 2018
where appropriate, digital elements.
Expresses considered points of view and arguments with accuracy and
coherency.
Within the time limit. Sustainability: Environmental
1115
Arguments are generally presented appropriately for the audience, purpose, Sustainability
and context.
A range of strategies is used for organising information, ideas and/or
arguments.
Demonstrates a sound understanding of rhetorical devices for the use of
persuasion.
Uses mostly deliberate and purposeful language and textual choices,
including, where appropriate, digital elements.

What kind of
Expresses points of view and arguments mostly with accuracy and
coherency.
Arguments are presented with basic understanding of appropriateness for

the audience, purpose and context. world do you
Basic use of strategies for organising information, ideas and/or arguments.
610

want to live
Demonstrates a basic understanding of rhetorical devices for the use of
persuasion.
Uses basic language and textual choices, including, where appropriate,

digital elements.
in?
Expresses points of view and arguments with basic accuracy and coherency.
Arguments are presented with limited understanding of appropriateness for
the audience, purpose and context. 15
Limited use of strategies for organising information, ideas and/or arguments.
Demonstrates a limited understanding of rhetorical devices for the use of
persuasion.
Zoe-Lee Fuller 16343229

Year 8 English Program - Term 3

Unit Concept: Sustainability

Multi-media Focus: Environmental Sustainability

Driving Question: What kind of world do you want to live in?

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What is sustainability?
What issues/problems need to be addressed in order to become more sustainable?
How have individual/organisations made a difference by addressing these issues?
How can we as individuals continue to make a difference to create a sustainable
world we want to live in?

ASSESSMENT

Formal Assessment: Yearly Exams Week 3

Informal Assessment: Class Tasks

Individual Persuasive Presentation
Group Work Sustainability Action Poster/Pamphlet/Info Media Clip

SYLLABUS OUTCOMES

EN 2
EN 3
EN 4
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EN 5
EN 6
EN 7
Texts:
The Lorax
Wall-E
Where the Forest Meets the Sea

Resources:
Sustainability Now Media Clip YouTube http://www.youtube.com/watch?v=W6TNeNVcT5U
`Severn Cullis-Suzuki at the Rio Earth Summit 1992 Media Clip - YouTube
http://www.youtube.com/watch?v=oJJGuIZVfLMhttp://www.youtube.com/watch?v=oJJGuIZVfLM

Clean Energy Australia 2016 pictograph - https://www.cleanenergycouncil.org.au/policy-advocacy/reports/clean-energy-australia-report.html

Save Energy advertisement - https://youtu.be/mJlBisaAR8Y
Gyre, 2009 - http://www.chrisjordan.com/gallery/rtn2/#gyre
The Majestic Plastic Bag A Mockumentary - https://youtu.be/GLgh9h2ePYw
Is recycling worth it? video - https://youtu.be/colcvdcKhq8
Shopping Political Cartoon - http://e4ac.edu.au/units/year-8/sequence01.html
Trash Political Cartoon - https://www.toonpool.com/cartoons/Trash_56025
 Year 8 Term Sustainability What kind of world do you want to live in? Overview
1 Unit Introduction
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Frontloading Activities
Class Discussion/Brainstorm:
What kind of world do you want to live in?
What kinds of issues are related to environmental
sustainability?
Class Activity
Semantic vocabulary mapping of the issues raised in
discussion (to be continued throughout the unit as
student knowledge of these expands).
Group Task
Using Blooms Revised Taxonomy, groups work
together to construct six general questions that would
enable them to research each of the issues on the
board. Groups share their findings with the class.
Lesson Conclusion
View Sustainability Now Media Clip YouTube
http://www.youtube.com/watch?v=W6TNeNVcT5U
Students choose one of the issues mentioned in the
video and construct a KWL chart based on that issue.
H/Work: (Due Next Lesson)
Students research the W of the KWL chart and fill in
the L.
2 Energy Persuasive Text
Text: Save Energy advertisement
-https://youtu.be/mJlBisaAR8Y
Groups study the persuasive text using the following
questions/prompts:
Introduction to Environmental Sustainability Energy Group Inquiry
Homework Check Stimulus Discussion
Class discussion of homework Students view the Clean Energy Australia 2016 pictograph
and discuss. https://www.cleanenergycouncil.org.au/policy-
advocacy/reports/clean-energy-australia-report.html
View `Severn Cullis-Suzuki at the Rio Earth Summit 1992 Media
Clip - YouTube
http://www.youtube.com/watch?
v=oJJGuIZVfLMhttp://www.youtube.com/watch?
Group Task
v=oJJGuIZVfLM
Students use their Blooms Taxonomy research questions to
http://www.youtube.com/watch?v=oJJGuIZVfLM research Energy. Groups must include the use of definitions,
facts, maps, graphs and examples in their inquiries. Students
Students write down what they feel is the message of the speech must use at least ONE graphic organiser to represent their
and what made the speech appealing to them. findings.
Students read Persuasive Techniques handout. Semantic Mapping: Groups add to the semantic vocabulary
maps started in first lesson.
Students are given the Suzukis Rio Earth Summit 1992 speech
transcript and identify persuasive techniques used and place in a
TEE table.
Reflection: groups reflect on the usefulness of their Blooms
questions in conducting their research and may alter the
questions accordingly.
Using their TEE tables and the STEEL paragraph structure,
students are to write an short 5-6 paragraph written response
on: How does Severn Cullis-Suzuki persuade the audience?
Assessment: (Due Last lesson week 4)
Students prepare a persuasive presentation about the kind of
world they want to live in, and how to achieve it, using at least
four (4) techniques from the Persuasive Techniques handout.
Energy Creative task Pollution Group Inquiry
Stimulus Discussion
Students view Gyre, 2009, and discuss.
http://www.chrisjordan.com/gallery/rtn2/#gyre
Quick Look Mini-Lesson
Group Task
Advertisements: what are they? What are the different types of
Zoe-Lee Fuller 16343229

References

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capabilities/personal-and-social-capability/
Blessinger, P., & Carfora, J. M. (Eds.). (2014). Inquiry-based learning for the arts,
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Curriculum & Leadership Journal, 12(14). Retreived from
http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.
html?issueID=12910
Dexter, D.D. (2010). Graphic organizers and their effectiveness for students with
learning disabilities. Thalamus, 26(1), 51-67.
Goodhew, G. (2009). Meeting the needs of gifted and talented students. Retrieved
from http://ebookcentral.proquest.com
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S. Gazis (Eds.), The artful English teacher (pp. 1-20). Kensington Gardens, South
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Handley, K., & Williams, L. (2011). From copying to learning: using exemplars to
engage students with assessment criteria and feedback. Assessment &
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Appendices of Original Documents

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Appendix 1.1 Original Unit Teaching Context

In my second professional practice, I was placed at Northmead Creative and

Performing Arts High School, in a metropolitan area of diverse, yet on average, low to
medium, socio-economic status. The school culture was strongly influenced by, and
predisposed towards, The Arts, and gaining recognition in this area. The school was
co-ed and had high cultural diversity, particularly in language, ethnicity, sexuality, and
so on.

The class to which I taught this unit was a Year 7 class, fairly evenly gendered, of
various and diverse cultures and ethnicities, and of mixed ability, ranging from those
who needed additional support to complete class activities, to those who finished
class activities in record time.

Prior to commencing the teaching and learning of the unit, I was not given a scope
and sequence, a concept map, or the assessment task. The only planning document I
was given was the unit program, which was both incomplete and outdated. I was
given only some of the resources, limited to some handouts and worksheets, and
was not given the PowerPoint presentations mentioned in the unit outline.

As my practicum was stretched over term 3, the school holidays, and term 4, and the
unit to be taught in term 4, I had only the opportunity to teach the first three weeks
of the unit. I have, however, included the entire unit outline in Appendix 1.2, and the
persuasive techniques and Severn Suzuki-Cullis speech handouts, which continues to
be used in the revised unit, in Appendix 1.3.
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Appendix 1.2 Original Unit

Year 7 English Program

Term 4 2014

Sustainability: Environmental Sustainability

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What kind of
world do you
want to live
in?
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Year 7 English Program - Term 4

Unit Concept: Sustainability

Multi-media Focus: Environmental Sustainability

Driving Question: What kind of world do you want to live in?

What is sustainability?
What issues/problems need to be addressed in order to become more sustainable?
How have individual/organisations made a difference by addressing these issues?
How can we as individuals continue to make a difference to create a sustainable
world we want to live in?

ASSESSMENT

Formal Assessment: Yearly Exams Week 3

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Informal Assessment: Class Tasks

Group Work Sustainability Action Poster/Pamphlet/Info Media Clip

SYLLABUS OUTCOMES

EN 2
EN 3
EN 4
EN 5
EN 6
EN 7

Texts:

The Lorax
Wall-E
Where the Forest Meets the Sea




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Resources:

 SYLLABUS OUTCOMES ACTIVITY DATE SIGNATURE
7.3 Class Work Find images demonstrating alternative views of an environmental issue
Zoe-Lee Fullerexplanation
16343229 on how this shown
7.6

2.4 Comparing an old version newspaper article/advertisement on recycling on how language has
been used and evolved over time and influenced technology and multimedia e.g.: original
3.16
Coca Cola print advertisement about recycling to recent Facebook Coca Cola recycle campaign
3.22 ran by Coca Cola Iran posting selfies as you recycle

3.22

3.10 Adaptation Using an image to create another text type and purpose creative writing
3.11
3.20
3.21
4.12

6.2 Film/Childrens Book/Film/Media Clip Choose two that discuss the same environmental
issue and explain text type choice, language, audience etc.
6.4
6.7
6.10
7.2
7.4
7.6
7.9

2.5 Class Term Task: Students create an informative brochure and media clip/animoto/web page
design on an environmental issue of their choice.
3.9
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Year 7 Term 4 Sustainability What kind of world do you want to live in? Overview

1 Introduction to Sustainability Introduction to Environmental Sustainability Environmental Footprints

View Sustainability Now Media Clip Youtube Introduction to Environmental Sustainability PPT What is an Environmental footprint and why is it
important to sustainability?
http://www.youtube.com/watch? Class Brainstorm/Definition notes
v=W6TNeNVcT5U

Class Discussion/Brainstorm View `Severn Cullis-Suzuki at the Rio Earth Summit 1992 Media Currently putting together a PPT for this using info from
Clip - Youtube the WWF site.

Introduction to Sustainability PPT (see Mandy) http://www.youtube.com/watch?v=oJJGuIZVfLM

Copy notes on Three Pillars of Sustainability There is an interactive site at the WWF for students to
Complete activities calculate their environment footprint laptops or BYODs
Students write down what they feel is the message of the will be needed for this lesson.
speech and what made the speech appealing to them.

HOMEWORK: Students are to find the http://www.wwf.org.au/our_work/people_and_the_envir

definitions of ten of the words on the PPT Students read Persuasive Techniques handout. onment/human_footprint/footprint_calculator/
vocabulary slide for homework.

Students are given the Suzukis Rio Earth Summit 1992 speech Compare and discuss answers.
transcript and identify persuasive techniques used and place in
a TEE table.

Brain storm how they can improve their ecological

footprint by making changes.
Students are to write an short 5-6 paragraph written response
on: How does Severn Cullis-Suzuki persuade the audience
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H/Work: (Due First Lesson Week 2) Post Card Activity

Students write a speech on why they think it is important to

save the environment using four (4) techniques from the
H/Work: Due Next Lesson
Persuasive Techniques handout.
Students take Ecological Footprint Worksheet home and
fill in.

2 Speeches Yearly English Exam/Introduction to Energy Pollution

Focus on: Focus on:

What is it? What is it?

Why is it important? Why is it important?

What must we sustain it? What must we sustain it?

Focus on definitions/facts/maps/graphs/examples Focus on definitions/facts/maps/graphs/examples

Texts you can teach this concept with include: Texts you can teach this concept with include:

Multimedia/print/songs/poems/adverts/picture Multimedia/print/songs/poems/adverts/picture
books/cartoons/articles books/cartoons/articles

Creative Task: Advertisement on conserving energy

Creative Task: Found poetry

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3 Logging Recycling Biodiversity

Focus on: Focus on: Focus on:

What is it? What is it? What is it?

Why is it important? Why is it important? Why is it important?

What must we sustain it? What must we sustain it? What must we sustain it?

Focus on Focus on definitions/facts/maps/graphs/examples Focus on definitions/facts/maps/graphs/examples

definitions/facts/maps/graphs/examples

Texts you can teach this concept with include:
Multimedia/print/songs/poems/adverts/picture
books/cartoons/articles
Texts you can teach this concept with include: Texts you can teach this concept with include:
Multimedia/print/songs/poems/adverts/picture Multimedia/print/songs/poems/adverts/picture
books/cartoons/articles books/articles

Creative Task: Flow Chart Poster (examples of these are Creative Task: Jingle for an advertisement
Creative Task: Newspaper Report available on a google search)

4 Making a Difference Class Individual Case Individual Case Study Research - Task Making a Difference Class Organisation Case Study
Study

Focus on:
Focus on:
Focus on: How an organisation has made a difference to
How an individual has made a difference to saving/conserving the environment.
Choose an individual of their choice that has made a difference
saving/conserving the environment.
to saving/conserving the environment.

Students are to be tested on their knowledge through a

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Students are to be tested on their knowledge
through a report or a comprehension.
5 Organisation Case Study Research Task
Focus on:
Choose an organisation of their choice that has
made a difference to saving/conserving the
environment.
Creative Task: Students are to create a brochure
explaining the issue and its important and as well
as how the organisation has made a difference
and how others can help.
6 Adaptation:
report or a comprehension.
Creative Task: Students are to create a radio interview using at
least ten questions to explain the issue and its importance as
well as how the individual has made a difference and how
others can help.
Prescribed Text Language and visual techniques: definitions/ revision
Read: Lorax- YouTube http://www.youtube.com/watch? Identify language techniques: The Lorax (use e book)
v=soRbNlPbHEo
Rhyme
The Lorax E BOOK
Colour
Context: Dr Seuss (see notes) COPY FROM BOARD
Contrast etc
CREATING LANGUAGE: Dr Seuss makes up his own vocabulary
in his stories. Read The Lorax and replace the following made Analysis of 2 pages together and students complete 1
page on their own using TEE.
up words with real vocabulary that fits
Lurkin- gruvvulous- snergelly- rippulous- thneed- gazump-
snarggled- cruffulous- gluppity glup
HOMEWORK: find out some interesting information
Questions about Dr Seuss and record it in a mind map form. Print
off an image of him and paste with notes
What on earth is a thneed?
Describe the Once-ler
Who is the Lorax?
HOMEWORK:
Introduction to film View film: Lorax
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What is it? Discuss & record English Power 4 Homework: draw a close up shot, mid shot and long shot
of a character from the film
Examples? Discuss & record Intro- pg 163

What is better? Why? Studying Film- pg 151

Notes- Comparative Study COPY FROM BOARD Roles- pg 164

Creating a movie- pg 166 (COPY FROM BOARD)

HOMEWORK: Think about an example where

you have engaged with an adaptation of a text.
Write an extended response on this adaptation Film techniques: notes (green booklet COPY FROM BOARD)
exploring the similarities and differences
Camera shots
(scaffold this on the board) Camera angles
Camera movement
Sound
Lighting
Framing/ composition
Scripts
Storyboard
Dialogue
Editing
Characterisation
FILM WORKSHEETS

HOMEWORK: Imagine that you were a film maker and you

could adapt a novel, television program, poem, song into a
film- how would you go about it? What would you keep the
same? What would you change? Who would you cast to play
the lead roles?
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7 View film: Lorax Film techniques: Lorax Review: scaffold (see handout)

Characterisation TEE table Review: The Lorax film

The Lorax Extended response discussing the techniques used create a Breakdown of the film activity-See Hand out
The Once-ler scaffold on the board
Ted Wiggins HOMEWORK: Finish breakdown activity
Audrey
Aloysius OHare
Grammy Norma HOMEWORK: Finish extended response
Mrs Wiggins
1. Describe how the character is visually
represented
2. Describe the characters personality,
morals, attitudes, feelings
3. What is the characters role in the film?
How do they drive the plot?

Homework: Any unfinished work becomes

homework

8 Major themes/ message (notes on board)
Links to greed and the environment
Themes questions (see notes)
Philosophical Discussion and general discussion
View: YouTube http://www.youtube.com/watch? Newspaper report: scaffold
v=i5jnJdnQPr8 The Lorax cartoon 1 of 2 (15 min)
YouTube: http://www.youtube.com/watch? Newspaper report: incident from the film
v=lzYRkGIQpOs The Lorax cartoon 2 of 2 (15min)
YouTube on Lorax- YouTube:
http://www.youtube.com/watch?v=pzb27OzFRxs The
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http://www.teachingchildrenphilosophy.org/wi making of The Lorax

ki/The_Lorax Teaching kids philosophy
(discusses the message and provides activities)

9 Compose your own Dr Seus narrative
Pick theme. Compose own narrative in rhyme
(Dr Seus style)- see worksheet
Class Task Design a media clip/animoto/picture book about Class Task Design a media clip/animoto/picture book
how what the kind of world you want to live in and how can we about how what the kind of world you want to live in and
can achieve that from the world we are in now how can we can achieve that from the world we are in
now

Homework: Complete narrative on Cat in the

Hat Template and decorate A4

1 Class Task Design a media clip/animoto/picture Class Task Design a media clip/animoto/picture book about Presentations of Class Task
0 book about how what the kind of world you want how what the kind of world you want to live in and how can we
to live in and how can we can achieve that from can achieve that from the world we are in now
the world we are in now

1 Presentations of Class Task Screening of Wall E Screening of Wall E

1
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Appendix 1.3 Persuasive Techniques/Severn Suzuki Cullis speech handout

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