JULIA WOODALL EDUC3643 STUDENT I.

D: 2137284

YEAR 10 ENGLISH UNIT PLAN

Title of Unit / Big Idea Victims of Circumstance Year 10 Developed By Julia Woodall
Curriculum Area English Time Frame 4 Weeks Text Jasper Jones by Craig Silvey
Identify Desired Results (Stage 1)
Content Descriptions
LANGUAGE:
Language for Interaction
Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
LITERATURE:
Literature and Context
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
Responding to Literature
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Examining Literature
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices shape different interpretations and responses to a
text (ACELT1642)
Creating Literature
Create literary texts with a sustained voice, selecting and adapting appropriate text structures, literary devices, language, auditory and visual
structures and features for a specific purpose and intended audience (ACELT1815)
Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
LITERACY:
Texts in Context
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language,
structural and/or visual choices (ACELY1749)
Interpreting, Analysing, Evaluating
Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives,
and evaluating supporting evidence (ACELY1754)
Creating Texts
Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering
the identified purpose and the characteristics of the user (ACELY1776)

Achievement Standards
 JULIA WOODALL EDUC3643 STUDENT I.D: 2137284

Receptive modes (listening, reading and viewing):

By the end of Year 10 students should develop and justify their own interpretations of texts. They listen for ways features within texts can be
manipulated to achieve particular effects.

Productive modes (speaking, writing and creating):

They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style
by experimenting with language features, stylistic devices, text structures and images.
They contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding
arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when
creating and editing texts.

General Capabilities Cross-curriculum Priorities

Asia and Australias engagement with Asia
Identify Organising Ideas:
Literacy see
Ethical Understanding http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Asia-and-Australias-engagement-with-Asia

Critical and Creative Thinking

Personal and Social Capability Aboriginal and Torres Strait Islander histories and cultures
Identify Organising Ideas:
Information and Communication Technology (ICT) Capability see
Intercultural Understanding http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-
histories-and-cultures

Understandings Essential Questions

Overarching Understanding Overarching Topical
1. Discrimination and racism is never justified should not be 1. Where does racism and 1. How does Craig Silvey develop a
tolerated in society. discrimination stem from? sense of place and time, in regard
2. Often, it is the action that is not taken when injustice Ignorance. to context in Jasper Jones?
occurs, that is the most damaging.
2. Is it acceptable to be a 2. How does Silvey present
3. Each individual has incredible and valuable qualities which bystander to discrimination or stereotypes in Jasper Jones? How
should not be overlooked or outweighed by social racism? also does he break them down
judgments or prejudice. through characterisation?
4. Cultural differences should not be blamed for problems in 3. Does the social isolation of the
society. Vietnamese and Indigenous 3. How does Charlie, as the storys
 JULIA WOODALL EDUC3643 STUDENT I.D: 2137284
5. Individuals, especially children, have little to no control of people in the text remind you of narrator, break down socially
their social or cultural circumstance. To be discriminated any issues in todays constructed misconceptions
for something that they have no control over is morally community? about key characters?
unacceptable. They are Victims of Circumstance.

Related Misconceptions

Racism is not prevalent in todays society

Revenge is justified

Knowledge Skills
Students will know Students will be able to

That taking action to stand up against racial and social Construct Character Webs/Mindmaps as a way to demonstrate connections
discrimination is essential to eliminating societies prejudice between characters
against minority groups. Recognise stereotypes in character construction, and also how these
The purpose of Silveys novel is to breakdown social stereotypes are deconstructed in the narrative.
misconceptions and prejudice in applying Charlie has the Develop knowledge of literary devices such as imagery in order to build
unprejudiced narrator, who endeavors to see the best in visual understanding of characters.
people.
Understand how narrative voice influences a text and create texts from
Cultural differences is what makes this country rich and alternative perspectives to highlight different possible narrative voices
deep in knowledge, but there is still work to be done to
within a text.
achieve equality.
Assessment Evidence (Stage 2)
Performance Task Description
Students are to create an illustration of a key character in Jasper Jones. They may choose between, Jasper Jones, Jeffery Lu, Charlie Bucktin
Assessment Task #1:
or Mad Jack Lionel. They must find at least 5 quotes within the text to justify their visual representation of this character. They may
Character Illustration
choose to stick to the stereotypical version of this character or focus on the breakdown of their stereotype. Their illustration may contain
(text response) elements of both. DUE: END OF WEEK 4.
Students are to choose a scene from the book, and re-write it from an alternate perspective of a primary character. This creative piece
Assessment Task #2:
should capture the emotion and authentic voice of their chosen character. It should be evident that the students knowledge of the text is
Rewritting a Key Scene
thorough and takes into consideration prior events in the plot. They may choose a scene already analysed in class, or one of their own
(text production) choosing. DUE: END OF WEEK 4.
Other Evidence
 JULIA WOODALL EDUC3643 STUDENT I.D: 2137284

Class discussion, knowledge of the text, Character Web, and Quote Bank.

Learning Plan (Stage 3)

Content Descriptors: Introduce text.
(ACELA1564) As a class, read Chapter 1 (pg. 1-52). Instruct students to annotate (highlight or sticky
(ACELT1639) note) key elements such as literary devices, characterisation, descriptive language.
(ACELT1812) CLASS DISCUSSION: Discuss characters introduced in the first chapter. What do we
(ACELY1749) know about them? Who are the primary and secondary characters?
(ACELY1754)
(ACELY1776) Students are to construct a character web/mindmap, with Charlie being the central
character. How do the other characters in the novel link to him, and each other?
Greens 3D Model: Critical As new characters are introduced, as students continue to read, they are to add them
- consideration of context and history but to this character web. Students should also begin a quote bank- specifically in regard to
WEEK 1 also of power quotes about character description and theme.
Lesson 1+2 Cultural:
HOMEWORK: Read Chapter 2 before next lesson. (pg. 53-98)
(80 mins) - meaning in text is created through social
Lesson 3 and cultural dimensions
CLASS DISCUSSION: Discuss the setting. Where is this novel set and in what year?
(40 mins) What references within the text highlight the time?
Lesson 4+5 - Doug Walters on debut in Ashes test match, on the 10 th of December 1965
Essential Questions relating to Week 1:
(80 mins) 1. How does Craig Silvey develop a What was happening in Australia and around the globe during the 1960s, and more
sense of place and time, in regard specifically 1965? Spend 45 minutes researching any of the subjects below in table
to context in Jasper Jones? groups, report back to the class:
- Vietnam War: Conscription
2. Does the social isolation of the - White Australia Policy
- Protests for Indigenous rights: Freedom Rides
Vietnamese and Indigenous
- The Wave Hill Walk Off- 1966
people in the text remind you of - Assimilation Policy- The Stolen Generation
any issues in todays community? CLASS DISCUSSION: What was Australias reaction to the Vietnam War?

3. Is it acceptable to be a bystander Read: Mrs Lu is subjected to racial tirade (pg. 167- 171)
to discrimination or racism? CLASS DISCUSSION: Why did no one stand up for Mrs Lu?
Do you think Sue Findlays outburst is justified because her son was conscripted?
Do you think she is really angry at Mrs Lu?

HOMEWORK: Read chapters 3-5 before next lesson. (pg. 99-164)

 JULIA WOODALL EDUC3643 STUDENT I.D: 2137284
CLASS DISCUSSION: What was the social hierarchy in Australia during the 1960s? Who was not
considered to be a welcome or valuable member of society? Why?
In comparison with the text, do you notice the same social constructions in our community
today?

HOMEWORK: Read chapters 5-7 before next lesson. (pg.165 -278)

- Battle of Long Tan: https://www.youtube.com/watch?v=uODWvj8aP-Q

Resources: - I was only 19: https://www.youtube.com/watch?v=tJMgPOY-M44
- Vietnamese Immigration: http://www.smh.com.au/federal-politics/political-opinion/no-the-fraser-
era-was-not-a-golden-age-for-asylum-seekers-20120201-1qtce.html
- Indigenous Rights: http://indigenousrights.net.au/

Content Descriptors: Introduce Stereotypes to class.

(ACELA1564) Brainstorm different stereotypes on white board as a whole class discussion.
(ACELT1639) Discuss whether Jeffery Lu or Jasper Jones fit into the stereotypes society sorts them into, or
(ACELT1812) whether they have more character traits that fit into the typical Australian boy stereotype?
(ACELY1749) Why does society treat them otherwise?
(ACELY1754)
Theme and Key scene analysis: Students are to take notes during discussion.
Read: Jeffery Lu at Cricket Training: pg. 72-83
CLASS DISCUSSION: How does Jeffery respond to their constant insults and taunts?
WEEK 2 Greens 3D Model: Operational
Why do you think that Charlie doesnt stick up for Jeffery?
- developing understanding of literary
Why do you think the boys constantly exclude him? Do you think they are threatened by him?
elements and literary devices eg.
Lesson 1+2 How?
stereotypes
(80 mins)
Lesson 3 COMPARISON: Read The Dropped Catch (pg. 220-221) and then The Victory (pg. 242-243)
Cultural:
(40 mins) SMALL GROUP DISCUSSION: In small table groups compare the three scenes:
- Silvey breaking down stereotypes
Lesson 4+5 - Cultural prejudice and misconception of
If Warwick Trent dropped the catch how do you think the rest of the team would have reacted?
How did everyones attitude towards Jeffery change when they realised he had a chance to win
(80 mins) Vietnamese and Indigenous members of
the game, and then did win the game?
the community
Make sure students are up to date with their Character Web and Quote Bank.
Essential Questions relating to Week 2: HOMEWORK: Read chapter 7 before next lesson. (pg. 278- 370)
4. How does Silvey present
Read: Jasper Jones description (pg. 6-7)
stereotypes in Jasper Jones? How
CLASS DISCUSSION: Does Charlies explanation of Jasper sound like his own words? Has the
also does he break them down author written it so it sounds like what all parents tell their children?
through characterisation? ETC.
 JULIA WOODALL EDUC3643 STUDENT I.D: 2137284
5. Where does racism and Read: Mad Jack Lionel description (pg. 108)
discrimination stem from? CLASS DISCUSSION: Other quotes in the text that describe Mad Jack Lionel?
Ignorance. How does Charlie breakdown those misconceptions when they go to visit his house? (pg. 301)

6. Is it acceptable to be a bystander HOMEWORK: Read chapter 7 before next lesson. (pg. 370-394)
to discrimination or racism?
Powerpoint prepared with random dialog from the book, students have to guess who said
what. Heads, hips or tails.

Introduce ASSESSMENT TASK #1: CHARACTER ILLUSTRATION (see performance task

description)

Students are to work on this task.

Content Descriptors: Students are to continue to work on Task #1 for the first double lesson.
(ACELT1639)
(ACELT1812) Read: Rumours conjured around Rosies death (pg. 316-317)
(ACELT1642) As a class play a game of Chinese Whispers. How dramatically does the phrase change from the
(ACELY1749) first to last person?
(ACELY1754) Highlight how easily the truth is misconstrued or bended as gossip circulates and how damaging
it is.
WEEK 3 (ACELY1776)

Greens 3D Model: Operational

Introduce Narrative Voice to class.
Lesson 1+2 - developing understanding of literary
Discuss the reliability of Charlie as the narrator. Why does the reader trust his version of
(80 mins) events?
elements and literary devices eg. Narrative
Lesson 3 voice
Introduce ASSESSMENT TASK #2: REWRITE A KEY SCENE IN THE BOOK IN ALTERNATE
(40 mins) PERSPECTIVE (see performance task description)
Lesson 4+5 Cultural:
- meaning in text is created through social
(80 mins) Students may begin to work on this task. Drafts submitted at the end of class.
and cultural dimensions

Essential Questions relating to Week 3:

Is it acceptable to be a
bystander to discrimination or
racism?

Where does racism and

 JULIA WOODALL EDUC3643 STUDENT I.D: 2137284
discrimination stem from?
Ignorance.

Content Descriptors: Marked drafts to be handed back.

(ACELT1642)
(ACELT1815) Students may continue to work on their written piece.
(ACELT1644)
(ACELY1754) Once they have submitted this to a high standard, they may have time to finish off their
(ACELY1776) Character Illustration.
WEEK 4
Lesson 1+2 Greens 3D Model: Operational
(80 mins) - students apply understanding of language
conventions in order to create their own
Lesson 3
written piece
(40 mins)
Lesson 4+5 Cultural:
(80 mins) - students must consider meaning in their
own work through social and cultural
dimensions

Essential Questions relating to Week 4:

1. Is it acceptable to be a bystander
to discrimination or racism?

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)

REFERENCES:

Australian Curriculum, Assessment and Reporting Authority (ACARA),. (2016). English. Education Services Australia Limited.
<http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level10>