Emma Issac 18003707.

English Curriculum 2B

PART 1: Evaluation

In learning Module C The Craft of Writing in the Higher School Certificate for Standard English students, it's

essential for them to "appreciate, examine and analyse at least two challenging short prescribed texts as well as

texts from their own wide reading, as models and stimulus for the development of their own ideas and written

expression" (New South Wales Education Authority, 2017). This is performed through the optional use of two

prose-fiction, poetry or drama and a film or media or non-fiction sources of text as a stimulus to "strengthen and

extend student knowledge, skills and confidence as writers. As they write for a range of authentic audiences and

purposes to convey ideas with power and increasing precision".

One of the texts that are prescribed by the New South Wales Education Authority for Stage 6 Standard English is

The Report on The Shadow Industry by Australian-born Peter Carey (1993). This analysis on how appropriate

Carey's text is for the module will explore the features the prose-fiction text highlights which are reflected on the

critical objectives found in the New South Wales Standard English Syllabus and the New South Wales Standard

English Syllabus Prescriptions 2017-2020 documents (New South Wales Education Authority, 2017). These two

documents are the dominant guide for a teacher's construction of lessons to allow students to achieve course

objectives and outcomes efficiently.

The features that The Report of the Shadow Industry has focus on are literary value, perspective, theme, context

and point of view.

The literary value of this text is an essential requirement in the New South Wales Standard English Syllabus

Prescriptions 2017-2020 document as the text must give students experience with "a range of types of texts

inclusive of prose fiction, drama, poetry, nonfiction, film, media and digital texts" (New South Wales Education

Authority, 2017). This is highlighted in The Report on The Shadow Industry as Carey's text can be accessed

through various forms such as a website report, spoken word or video this allows students to access the text and

examine if the form of the text impacts its meaning.

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Emma Issac 18003707. English Curriculum 2B

Other requirements that The Report on The Shadow Industry meets are that the text is "widely regarded as

quality literature, including a range of literary texts written about intercultural experiences and the peoples and

cultures of Asia" and explores "a wide range of cultural, social and gender perspectives" (New South Wales

Education Authority, 2017). This reflected in Peter Carey is high regard as an Australian-born author who explores

inter-cultural experiences through his text as he uses a letter of a friend explaining his experiences of America's

Shadow Industry while living there for ten years.

The focus on perspective highlighted in the text as the narrator expresses how their friend’s letter explores how

their world is diminishing because of the shadow industry an example of this is:

“It really depresses me to think of people going out at two in the morning because they need to try their luck

with a shadow.”

In teaching perspective and point of view within this text, we can change the narrator or creator of this story to

the individual trying their luck at two in the morning as it changes the position of the perspective lens to bring

out new background stories within the original story and change the meaning of the text for students (English

Textual Concepts New South Wales, 2018). This is reflected in the syllabus and prescription documents for Stage 6

Standard English students as they "They examine how writers of complex texts use language creatively and

imaginatively for a range of purposes, to describe the world around them, evoke emotion, shape a perspective or

to share a vision. "(New South Wales Education Authority, 2017) therefore, leading students to achieve aspects of

outcomes and requirements of the module.

Secondly, the implementation of theme and context within this text, this can be done through the analysis of

language and how it is used to shape meaning or change meaning an example of this is:

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Emma Issac 18003707. English Curriculum 2B
“The popular belief is that the smoke sometimes contains the most powerful shadows of all, those that are too

large and powerful to be packaged. It is a common sight to see old women standing for hours outside the

factories, staring into the smoke.”

The language use of “smoke” can be taught to indicate that the word can be interpreted in various contexts as the

“smoke” can represent the exhaling of cigarettes therefore highlighting the cigarette industry or word

representing or consumerist society is consumed by the bi-product of mass manufacturing. “Understanding the

themes of a text gives students insight into what is valued by a culture and the extent to which they may identify

with, accept or challenge these values” "(New South Wales Education Authority, 2017). This benefit to the text is

reflected in the syllabus and prescription documents for Stage 6 Standard English students as they “consider

purpose and audience to carefully shape meaning.” (New South Wales Education Authority).

Therefore, the use of The Report on The Shadow Industry by Peter Carey is an appropriate text to use when

teaching Module C The Craft of Writing as the text is "enduring, quality texts of the past as well as from

recognised contemporary works, students appreciate, analyse and assess the importance and power of language"

(New South Wales Education Authority). This will allow students to work collaboratively to engage, reflect on the

process of writing to develop their skills further using Carey's text as a stimulus and meet the objectives and

outcomes required of them when taking part in the Standard English Higher School Certificate course (New South

Wales Education Authority).

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Emma Issac 18003707. English Curriculum 2B

Chosen Feature: Perspective

Carey, Peter, ‘Report on the Shadow Industry’ - Lesson 1

Module: The Craft of Writing Time: 50 minutes

Class: Higher School Certificate (Year 12)

Stage 6
E
Teacher: Objectives for self
To… teach students the application of different perspectives can change the meaning of the text.
To… teach students that the foregrounding story isn’t necessarily the main focus when reading a
text.
To… help students understand that texts can be transferred into other modes of text.

Syllabus Outcomes for students

Preliminary/ HSC… Outcome:

HSC Outcome ENG12-2: A student uses, evaluates and justifies processes, skills and knowledge required to
effectively respond to and compose texts in different modes, media and technologies.

Materials
http://www.adbusters.org/article/the-shadow-industry/
http://histropedia.com/blog/timeline-james-bond-films-actor/
http://thepopcultureblog.tumblr.com
www.weebly.com

Key:

 = Is the explanation behind why the activity was used.

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Emma Issac 18003707. English Curriculum 2B

Procedures
Time Organisation Teaching/ learning activities
10 Whole Class  Discuss with students their understanding of what a blog is and if they
minutes understand what multi-modality is.

 Show students an example of a James Bond character blog and a multi-

modal blog.

- http://histropedia.com/blog/timeline-james-bond-films-actor/

- http://thepopcultureblog.tumblr.com

 Explain that students are expected to create a multi-modal character

blog based on The Report of The Shadow Industry. The blog must
include:
 Your character’s perspective
 How the language used changed the meaning of the
foregrounding story
 Multi-modal elements explain why the character has that
perspective i.e. a news report video, poster, image etc.

 When completed students are to submit them to Google Classrooms

for written feedback.
------------------

 The use of multi-modality in highlighting the features of perspectives

gives students an opportunity to justify that valuable texts are not just in
book form. But, they can be applied and found in digital form where
individuals can express their perspectives on various matters.

 This allows students to ignite imaginative re-creation of literature as

students are re-creating the story through a different perspective and
making a multi-modal blog adaptation of the character’s perspective this
is a benefit to students as their examination of the original text is

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Emma Issac 18003707. English Curriculum 2B
10 minutes  Students are to read the text and select a statement or paragraph
Individual
involving a character for example:

“I visited my mother at Christmas. She lives alone with her dogs in a poor part of
town. Knowing her weakness for shadows I brought her several of the more
expensive varieties which she retired to examine in the privacy of the shadow
room.”

5 Individual  Students are asked to create a new statement or paragraph from the
minutes character’s perspective for example:

“My son came down for Christmas. He glared at my dogs and I with glee. He got
me boxes of Shadows for Christmas. Oh the colours and varieties! As I used the
shadows in my shadow room I made sure I left a window open, so the smell
doesn’t destroy the celebration of the naiveties.”

(The above quote is not shown to students unless they are struggling, if that is
the case students can’t copy the above quote’s concepts)

• Ask critical enquiry questions when checking on students to stimulate

their higher order thinking skills.

-------------------
 As students are re-creating the text through another perspective they are
also given the opportunity to explore critical literacy. The students
chosen character is examined through the lens of societal hierarchy and
constructions therefore, constructing how meaning is made through the
use of language (Morgan, 2010). This is shown in the original quote as
the mother (who is a viewed as a resilient leader of the family from
society) is described as an addict of the shadow through using the word
weakness linking to aspects of vulnerability when around the shadow, in
the newly constructed paragraph this addiction is described through
shame as the mother feels her addiction destroys cohesion in the home
as she left the window open when she uses the shadows.

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 Emma Issac 18003707. English Curriculum 2B
20 Individual  Students create their multi-modal blogs through www.weebly.com
minutes
 Ask critical enquiry questions when checking on students to stimulate
their higher order thinking skills.

 The creation of a new meaning of the text due to language use and
change of perspective is a form of creative writing. Also, the creation of a
multi-modal blog can be viewed as a form of effective creative writing as
students are given the opportunity to self-express their interpretation of
the text and engage with experimentation of the text (Gannon, 2010)
through prompting ques through using The Report of The Shadow
Industry as a stimulus.

 Also, the use of creative writing and re-creation within the lesson allows
for students to obtain an appreciation for the text and the processes
involved in creating it as the attain a connection to the text through their
own work (Adams, 2010).
5 Whole Class  Lesson Debrief:
minutes - Is The Report of the Shadow Industry just one story?
- How did your application of changes to the paragraph change
the meaning of the text?
- How did your language use effect it’s meaning?
- Can you apply this to other texts and How?
- Are all literary texts found in books? Where are they found? Are
they just as valuable as texts in books?

and have the answers the lesson debrief questions in their books for future reference.

Evaluation/ Extension

The evaluation of student achievement is through the use of critical enquiry questions throughout the lesson is
essential to higher order thinking in the classroom as students are asked questions based from Blooms Taxonomy
to evaluate, synthesise and apply concepts in various contexts (De León, 2012). It allows students to question
their understanding of what they are learning and refine work through self-directive measures.

Differentiation aspects to the lesson can be applied to cater to English as an additional language or dialect
students as the text can be explored the theory of the zone of proximal development as students are guided at a
controlled speed to understand concepts and apply them (Poehner, 2012). To do this I must teach the text a as
large concept and refined towards the end of the lesson for example the original statement or quote can be
explained literally then explored figuratively and lastly students apply that knowledge into their new perspective
paragraph or quote. The multi-modal task can then be done as homework and students can be given extra days
to complete it at their own pace.

In retrospect

In retrospect my objective to teach students the application of different perspectives can change the
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Emma Issac 18003707. English Curriculum 2B
meaning of the text was an essential aspect in meeting the HSC outcome of 12-2 as students use the
modification of the original text to a new through a new perspective allows students to evaluate the
original and text and respond through a different mode of a multi-modal blog. The use of effective critical
enquiry questions throughout the lesson allows student to also evaluate and apply the understanding of
my other objectives in an effective manner as students realise that foreground texts always have
backgrounded texts that my change the meaning of the whole text entirely. If more time was available I
would give students an extension activity by applying the skills they learned in this lesson to another text to
further enhance learning.

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Chosen Feature: Perspective
Carey, Peter, ‘Report on the Shadow Industry’ - Lesson 2
Module: The Craft of Writing Time: 50 minutes

Class: Higher School Certificate (Year 12)

Stage 6

Teacher: Objectives for self

To… teach students how the contexts of a responder’s interpretation influences perspectives and ideas of
the text.

To… teach students that the foregrounding story isn’t necessarily the main focus when reading a
text.

Syllabus Outcomes for students

Preliminary/ HSC… Outcome:

HSC Outcome ENG12-5: thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to
and compose texts that include considered and detailed information, ideas and arguments

Materials
http://www.adbusters.org/article/the-shadow-industry/
http://366shortstories.blogspot.com.au/2015/09/133-report-on-shadow-industry-peter.html

Key:

 = Is the explanation behind why the activity was used.

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Procedures
Time Organisation Teaching/ learning activities
15 Groups  Reflect on last lesson and discuss the effects of perspective impacting
mins meaning.

 Students are asked to get into groups of 4 and shown an interpretation of

the text from a responder of the text like themselves.
http://366shortstories.blogspot.com.au/2015/09/133-report-on-shadow-
industry-peter.html

 Students are asked to work together to create a mind map expressing what
can be improved in the example in their books.

 Ask critical enquiry questions when checking on students to stimulate their

higher order thinking skills.

 The use of collaborative group work is highly beneficial to students in the

initial stages of a lesson. The benefit is that students that work in an
effective collaborative environment have higher social interactions
therefore, better wellbeing as well as achieving higher transfer skills of
knowledge to other contexts as they are more accurate in their work as
peers are assessing their abilities and refining their work (Chen & Chang,
2014)
20 Individual  Students are asked to read The Shadow Industry and take notes on the
mins meaning of the foregrounding story and how language forms it and they
do the same for the background story.

 Students are then told -- with their mind map notes taken into account and
their notes on the story to create their own interpretation individually and
justify their beliefs accordingly on GoogleDocs.

 Once completed they must share it with the teacher with no identifying
factors that they are the creator.

 Students are told that they can chose not to have the same interpretation
as the example as the text should be viewed from all perspectives and
context like last lesson’s objectives aimed to do.

 Ask critical enquiry questions when checking on students to stimulate their

higher order thinking skills.

 The use of students creating their own interpretations allows them to step
into another point of perspective as they are now moving on from viewing
the text from a character’s stand point (lesson 1) and now from a
reader/responder’s stand point.

 The use of analysis of writing and creating their own piece of writing allows
students to gain awareness of their writing ability through reflection.
Reflection is beneficial to student learning as they are viewing the text
without prejudice therefore allowing student to attain the skills to be better
writers and thinkers when composing their own work (Swartzendruber-
Putnam, 2000).

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 15 Whole Class  Teacher is to show every students document to ignite classroom debate as
mins to whether or not their interpretations are critical enough to be
established as reliable by asking the class if they believe this interpretation
is noteworthy and why. In doing so the teacher will write down what the
class has said on the document as feedback for the student who created it.

 The use of debating whether or not an individual’s interpretation of the text

is noteworthy allows students higher order thinking as they are engaging in
higher level cognitive processes. The benefit of the debate is it evokes peer
assessment through high level of academic argumentation which in turn
allow students to use the processes they would initiate when interpreting a
text from another perspective as they are questioning meaning with refined
justifications (Kollar & Fischer, 2010).
.
he student doesn’t agree with the feedback, they are to answer underneath with a justification for standing by their interpretation.

Evaluation/ Extension

The evaluation of achievement in this lesson is through the use of critical enquiry questions throughout the lesson as well as
through peer-assessment and student-directed learning. This allows teachers to see the level of understanding the student
has in relation to the effect of perspective on meaning of the text. Also, teachers can enquire on their level of self-directed
work refinement as they learn the processes in which authors or composers go through when creating and finalising their
work through the creative process by justifying of their choices of their interpretation piece.

The use of collaboration and peer assisted learning can benefit students as they learn to appreciate the literary text for its
use of language, meaning and interpretation. The use of peers will benefit student learning in the classroom as it
undermines the idea of English classes solely being a subject where students write essays and have no interactions with
peers.

In retrospect

In retrospect the syllabus outcomes and my objectives to teach my students is achieved through the use of self-directed
correction and peer-learning. Also, the use of peer-learning allowed my students to interpret the text through their own
highly thought out constructed justifications.

However, I didn’t consider the downfalls of peer-assisted learning for future lessons I must consider the aspects of our
collaborative groups are formed to avoid any disruptions in meeting syllabus outcomes. I believe Bevilacqua (2000)’s
suggestions would be highly beneficial for example by balancing the groups with various academic abilities to obtain a
highly conversational group that can engage with the text. Also, checking in with student in addition to asking critical
enquiry questions for example saying statements such as “I noticed” “I overheard” to suffice as a warning to low
productivity in the group.

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 References

Adams, P. (2010). Imaginative re-creation of literature. In S. Gannon, M. Howie & W. Sawyer, Charged with

meaning (1st ed., pp. 53-59). Sydney: Phoenix Education.

Bevilacqua, M. (2000). Collaborative Learning in the Secondary English Class. The Clearing House: A Journal Of

Educational Strategies, Issues And Ideas, 73(3), 132-133. http://dx.doi.org/10.1080/00098650009600930

Carey, P. (1974). The Shadow Industry. Adbusters | Journal of the mental environment. Retrieved 29 March 2018,

from http://www.adbusters.org/article/the-shadow-industry/

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learning. Innovations In Education And Teaching International, 53(4), 458-471.

http://dx.doi.org/10.1080/14703297.2014.931242

De León, L. (2012). Model of Models: Preservice Teachers in a Vygotskian Scaffold. The Educational Forum, 76(2),

144-157. http://dx.doi.org/10.1080/00131725.2011.653093

English Textual Concepts New South Wales. (2018). Perspective. English Conceptual Learning. Retrieved 29 March

2018, from http://englishtextualconcepts.nsw.edu.au/content/perspective

English Textual Concepts New South Wales. (2018). Theme. English Conceptual Learning. Retrieved 29 March

2018, from http://englishtextualconcepts.nsw.edu.au/content/theme

Gannon, S. (2010). Creative Writing. In S. Gannon, M. Howie & W. Sawyer, Charged with meaning (1st ed., pp.

223-230). Sydney: Phoenix Education.

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 Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning And

Instruction, 20(4), 344-348. http://dx.doi.org/10.1016/j.learninstruc.2009.08.005

Morgan, M. (2010). Critical literacy. In S. Gannon, M. Howie & W. Sawyer, Charged with meaning (1st ed., pp. 85-

87). Sydney: Phoenix Education.

New South Wales Education Authority. (2017). English Stage 6 Prescriptions: Modules, Electives and Texts (1st ed.,

pp. 5-15). Sydney: New South Wales Education Authority. Retrieved from

https://syllabus.nesa.nsw.edu.au/english-standard-stage6/prescriptions/

New South Wales Education Authority. (2017). English Standard Stage 6 Syllabus (1st ed., pp. 20, 52-60). Sydney:

New South Wales Education Authority. Retrieved from https://syllabus.nesa.nsw.edu.au/english-

standard-stage6/

Poehner, M. (2012). The Zone of Proximal Development and the Genesis of Self-Assessment. The Modern

Language Journal, 96(4), 610-622. http://dx.doi.org/10.1111/j.1540-4781.2012.01393.x

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