Stage 1 English Athena Taylor

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English Stage 1
Unit Plan: Beneath Clouds

Year: Stage 1 English
Class Description
For the purposes of this unit I am working on the assumption of a Stage 1, year
11 English class in a rural highschool of majority lower socio-economic status.
My first practicuum is at Port Lincoln Highschool, which has 42% in the bottom
quarter. It also has 16% Indigenous students, but a very small (under 1%)
percentage of students with english as a second language. I imagine the
majority of my class to be in the English Communications stream for Stage 2.
Text
Beneath Clouds
Directed by Ivan Sen, starring Danielle Hall and Damien Pitt
An independent Australian film set in rural New South Wales. The story follows
two young Aboriginal teens as they hitchhike towards Sydney in search of their
family. The movie deals with a variety of social issues, including drug and
alcohol abuse, unemployment and youth disengagement, teenage pregnancy,
police harrassment, domestic violence and racism. It focuses on questions of
identity and place, through one main character is proudly Aboriginal and the
other who hides behind light skin. It also raises questions about family, and
what it means to be a young person in modern Australia.
Unit Task
Text production, narrative, maximum 800 words (see attached sheet)
Unit Length
Four weeks
2 x 45 min lessons, 1 x 90 min lesson per week
See attached sheets for further detail.
Stage 1 English Athena Taylor

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Unit Rationale
This unit focuses on fluency of language and exploration of ideas and issues
through story. It will begin with the viewing of a film that I hope would have a
high degree of relevancy to the target classroom, particularly a rural highschool
with a large number of Indigenous students. Its language, while coarse, is
relatable and the subject issues it explores relevant. Unpacking these issues
will hopefully encourage students to engage with the task of a text production,
where they can incorporate their own particular point of view into written
form.
The unit will focus on the essentials of narrative, including clarity of expression,
character development, and aspects of plotting and pacing. Students will work
with the source text in identifying strategies and techniques which engage with
the audience and contribute to the telling of a good story, before applying
what they have learned to their own pieces of work.
By the end of this unit the students will have a grasp of several key
competencies. I would assign this unit towards the beginning of the year, as a
text production is a good way of identifying the literacy levels of the class, and
which students may need extensions or extra assistance.
Through studying Beneath Clouds and the issues it raises and then exploring
some of these or others through their own text production, it is my additional
hope that students may engage with a hidden curriculum of cultural
awareness, respect and tolerance.
Focus Questions
Identity: What does it mean to be Australian? What does it mean to be
Indigenous Australian? In what ways do young people identify
themselves?
Families: How are families created? Defined? What effect do they have
on individuals?
Purpose: Why do we do the things we do? What are th extenral and
internal motivations for our actions? What is hope?

Stage 1 English Athena Taylor

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LEARNING AND ASSESSMENT PLAN
Stage 1 English
School PORT LINCOLN HIGH SCHOOL (HYPOTHETICAL) Contact Teacher ATHENA TAYLOR
Other schools using this plan


SACE
School Code

Year

Enrolment Code

Program
Variant Code
(AW)
Stage Subject Code
No. of Credits
(10 or 20)
11 1 E G H 10

COHORT/CONTEXT DESCRIPTION

For the purposes of this unit I am working on the assumption of a Stage 1, year 11 English class in a rural
highschool of majority lower socio-economic status. My first practicuum is at Port Lincoln Highschool, which has
42% in the bottom quarter. It also has 16% Indigenous students, but a very small (under 1%) percentage of students
with english as a second language. I imagine the majority of my class to be in the English Communications stream
for Stage 2.

PROGRAM DESIGN

The unit will involve visual, auditory and written stimuli, with the aim of engaging students across a
broad spectrum of learning capabilities. It is my intention to emphasise the social relevance of the task
and encourage student participation in the learning process, particularly in an examination of the issues
being explored and how they might affect their own lives. There will be multiple opportunities for
feedback, review and scaffolding, with the hope of supporting those who may have difficulty with the
task.
The unit is delivered over 4 weeks with 3 individual lessons per week. It will include teacher instruction,
open class discussion, group work and independent student study. It will involve a moderate degree of
homework but continuous class participation, with the aim of creating a guided and structured path to
the summative task.
The unit will involve a high degree of negotiation, as students will choose their own topic, characters
and setting for their text production in response to Beneath Clouds. To help structure this, I will provide
constant guidance, direction and clarification, with the thematic focus of dealing with issues that are
relevant to contemporary young Australians. Homework monitoring will be important in this unit to
ensure students are keeping on task and completing the task as required.

CAPABILITIES, LITERACY AND NUMERACY OPPORTUNITIES
Capabilities
Students will achieve a level of fluency, precision, style and structure appropriate to audience and context; they
will learn to use language appropriately to convey meaning in the context of a narrative work.

Students will have a greater understanding of the issues affecting Indigenous Australians, young Australians,
and rural Australians. Hopefully this will develop into increased cultural awareness and awareness of the
interplay of cultures in our society.
Literacy and Numeracy skills
Students will have a grasp of several key competencies: the essentials of narrative, fluency and clarity of
expression, engaging language, character development, and aspects of plotting and pacing.

Students will work with the source text and discuss strategies and techniques used to tell the story and engage
with the audience, before applying this to their own work.
Stage 1 English Athena Taylor

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Stage 1 English
Assessment Type 2: Text Production
Narrative
Purpose
A narrative is a piece of fictional writing, usually shorter than a full novel. A narrative tells a
story or account of events, and it can often try to explore issues or meaningful reflections
about the world. It is a personal document characterised by unique perspective, setting and
characters with which the reader engages. A narrative should contain an emotional response
as well as telling an engaging story. It should also bring particular scenes to life, and
encourage interest in what is happening, rather than merely documenting a sequence of
events.
Description of Task
We will watch a film that encapsulates elements of an engaging story, then discuss what
issues arose and how they created a memorable narrative. Exerpts of written narrative will
also be considered, and students may use these as models for their own writing. Write a
narrative of your choice.
Remember in your writing to:
be selective in planning the events and people you intend to write about
make a decision regarding point of view and perspective
use tense appropriately and consistently
show, dont tell (e. g. Instead of writing, I have never been as sad as the months after
my best friend moved away, describe the scene where you are alone in the playground
on the swing. Show me yourself struggling with getting the swing high into the air without
your long-time friend pushing you and you show me grief.)
write with an aim to attaching an emotional response to the story
draft and edit your narrative, paying particular attention to eliciting an emotional response
through your selection of scenes and language choices, as well as ensuring an
appropriate structure, fluency and accuracy.
Form/lengths/conditions
You may choose to make a blog or submit as a written account.
800 word maximum.
If you wish to narrow down the focus of your narrative, for example, concentrate on a
personal recollection, memoir or event in your past. Please negotiate this with me prior to
commencing work on this task.
Audience: The teachers and others of your choosing.
Due Date: 7
th
April, 2014


Activity 1
Stage 1 English Athena Taylor

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Assessment Design Criteria
Knowledge and Understanding
The specific features are as follows:
KU1 Knowledge and understanding of the ideas, values, and beliefs
explored in texts.
KU2 Knowledge and understanding of the ways in which the creators and
readers of texts use language techniques and conventions to make
meaning.
KU3 Knowledge and understanding of the ways in which texts are composed
for a range of purposes and audiences.
Analysis
The specific features are as follows:
An1 Analysis of the connections between personal experiences, ideas,
values, and beliefs, and those explored in a text.
An2 Analysis of the ways in which language techniques are used to
influence opinions and decisions in a range of contexts.
Communication
The specific features are as follows:
C1 Accuracy, clarity, and fluency of expression.
C2 The use of an appropriate style and structure for the audience and
purpose when composing texts.






Stage 1 English Athena Taylor

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Performance Standards for Stage 1 English

Knowledge and Understanding Analysis Application Communication
A
Detailed knowledge and understanding of the
ideas, values, and beliefs in familiar and
unfamiliar texts.
Knowledge and understanding of the ways in
which the creators and readers of familiar and
unfamiliar texts use a range of language
techniques and conventions to make
meaning.
Comprehensive knowledge and
understanding of the ways in which familiar
and unfamiliar texts are composed for a range
of purposes and audiences.
Analysis of complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar and unfamiliar texts.
Perceptive analysis of a range
of ways in which authors use
language techniques to
influence opinions and
decisions in familiar and
unfamiliar contexts.
Use of a range of sophisticated
language skills to analyse and solve
simple and complex problems, and to
demonstrate creativity.
Detailed and appropriate use of
evidence from texts to support
conclusions, with textual references
incorporated fluently in responses.
Location, recording, analysis, use,
and synthesis of knowledge relevant
to familiar and unfamiliar contexts.
Fluent and precise
writing and speaking.
Use of appropriate
style and structure for
a range of mainly
unfamiliar audiences
and for varied
purposes.
B
Knowledge and understanding of some ideas,
values, and beliefs in familiar, and some
unfamiliar, texts.
Knowledge and understanding of the ways in
which the creators and readers of mainly
familiar texts use some language techniques
and conventions to make meaning.
Knowledge and understanding of the ways in
which mainly familiar texts are composed for
some purposes and audiences.
Analysis of some complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar, and some unfamiliar,
texts.
Analysis of a range of ways in
which authors use language
techniques to influence opinions
and decisions in familiar, and
some unfamiliar, contexts.
Use of a range of language skills to
solve simple and complex problems,
and to demonstrate creativity.
Use of evidence from texts to support
conclusions, with textual references
incorporated in responses.
Location, recording, analysis, use,
and occasional synthesis of
knowledge relevant to mostly familiar
contexts.
Mostly fluent and
precise writing and
speaking.
Use of appropriate
style and structure for
a range of mostly
familiar audiences and
purposes.
C
Knowledge and understanding of some simple
ideas, values, or beliefs in familiar texts (e.g.
identifies relevant information from a range of
written texts).
Knowledge and understanding of a number of
ways in which the creators and readers of a
narrow range of familiar texts use some
language techniques and conventions to
make meaning (e.g. reads a range of texts,
noting key differences of presentation and
layout).
Knowledge and understanding of the ways in
which familiar texts are composed for familiar
purposes and audiences (e.g. identifies
purpose and audience of texts).
Analysis of simple connections
between personal experiences,
ideas, values, and beliefs, and
those explored in familiar texts
(e.g. explicitly connects new
ideas/information with own
knowledge, using techniques
such as anecdotes and
analogies).
Descriptive analysis of a
number of ways in which
authors use language
techniques to influence opinions
and decisions in familiar
contexts (e.g. recognises that
the author selects the structure
of a text to serve a particular
purpose).
Use of language skills to solve
routine problems in familiar contexts
or to demonstrate creativity (e.g.
writes a short formal letter, outlining
instructions for a particular purpose
such as closing a bank account).
Competent use of evidence from
texts to support conclusions (e.g.
reads short simple narrative of choice
and discusses how text reflects
authors opinion).
Location, recording, and occasional
analysis and use of knowledge
relevant to a familiar context (e.g.
reads and interprets
diagrammatic/graphic texts that are
unambiguously presented).
Generally fluent and
functional writing and
speaking.
Use of an appropriate
style and structure for
familiar audiences and
purposes (e.g.
produces a range of
familiar text types,
with appropriate
structures; uses
vocabulary with
increasing precision to
show how words carry
particular shades of
meaning).
D
Identification of some simple ideas, values, or
beliefs in some familiar texts.
Knowledge and understanding of some of the
ways in which the creators and readers of a
narrow range of familiar texts use language
techniques and conventions to make simple or
factual meaning.
Knowledge of the ways in which familiar texts
are composed for personally relevant
purposes and familiar audiences.
Reference to simple
connections between
uncomplicated personal
experiences, ideas, values, and
beliefs, and those explored in
familiar texts.
Reference to some ways in
which authors of familiar texts
use language techniques to
influence opinions and
decisions in familiar contexts.
Use of a restricted range of language
skills to solve simple problems in
familiar contexts or to demonstrate
some creativity.
Some use of evidence from familiar
texts to support conclusions.
Location, recording, and use of
factual knowledge relevant to a
familiar context.
A level of fluency in
writing and speaking
in personally relevant
situations.
Use of appropriate
style and structure for
a narrow range of
familiar audiences and
purposes.
E
Identification of a simple idea in a highly
familiar text.
Knowledge and understanding of the way in
which a creator or reader of a highly familiar
text uses a language technique or convention
to make factual meaning.
Knowledge of the ways in which highly familiar
texts are composed for personally relevant
purposes and highly familiar audiences.
Recognition of a simple
connection between a
straightforward personal
experience, idea, value, or
belief, and that explored in a
highly familiar text.
Reference to the way in which
an author uses language
techniques to influence opinions
and decisions in a highly
familiar context.
Use of a restricted range of language
skills to solve simple problems in
highly familiar contexts or to
demonstrate creativity.
Some use of evidence from highly
familiar texts to support a simple
conclusion.
Location, recording, or use of factual
knowledge relevant to a highly
familiar context.
Beginning of
development of fluent
writing and speaking
in personally relevant
situations.
Use of appropriate
style and structure for
a narrow range of
highly familiar
audiences and
purposes.
Stage 1 English Athena Taylor

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LESSON BY LESSON PLAN
Week Lesson Time Content Teaching
Method
Homework Learning
Resources
Week
One
Lesson
One
(see
full
lesson
plan
for
greater
detail)
45 min Introductory: what is a narrative

Provide interesting exerpts, discuss in
groups, share with class: what was
interesting, what wasnt interesting

Types of narrative: autobiography,
fiction, science-fiction, etc

Watch trailer for the movie: start
thinking about themes, ideas, things
that are interesting/not interesting;
ideas for your own narrative

Class discussion

Individual
reflection



Class discussion


Interactive
Start
thinking of
ideas for
your own
narrative


Printed
exerpts of
narrative





Youtube, tv


Lesson
Two
90 min Watch movie

Encourage note taking

ICT Write a brief
summary of
what the
movie was
about, key
themes and
ideas, etc.
Worksheet
for
homework
use (see
attached
sheet)

DVD player
Lesson
Three
(see
full
lesson
plan
for
greater
detail)
Discuss the movie as a class: did we
like it movie and why? Justify using
analytical responses.

What were the issues in the movie?
Teenage pregnancy, substance abuse,
police harrassment, racism, etc.

Start to think about any issues to
include in your own narrative, where
you want it to be set, what your
characters will look like, what conflict
they will face: quiet time in class to
work on this.
Class discussion



Class discussion



Student
independent
work
Type up a
preliminary
map of their
story idea,
central
characaters
and setting,
and the
issues they
will be
focusing on.
Worksheet
for
homework
use
Week
Two
Lesson
Four
45 min Read and categorise various simple,
compound and complex sentences

Write three of your own on a given
topic, share with the class

Write a paragraph of narrative which
includes at least one of each of the
sentences, preferable as part of the
narrative idea you are generating
Group and class
work

Student
independent
work

Student
independent
work

Send me the
paragraph
for review
Sentence
examples,
worksheets
(see
attached
sheet)
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Lesson
Five
90 min Reviewing what we have learnt so far

Point of view: read and discuss exerpts
from various texts that include a
variety of points of view, discuss
effects on reader, etc.

In class: rewrite one of the exerpts
from a different point of view, share
with class, discuss differences

Discuss some of the minor characters
in BC and how their point of view
might be different from the main
protagonist: eg. the prison guard,
farmer, etc.

Write a para (50-100 words) from the
perspective of a minor character in BC

Class discussion

Group work




Student
independent
work

Class discussion
and group work



Student
independent
work
Finish para
on different
perspective
and email to
me



Exerpts of
point of view
Lesson
Six
45 min Dialogue

Read examples of different ways of
using dialogue in the stories

Discuss differences between formal
dialogue, casual, swear words and
colloquialism (with reference to BC)

Half the class write a short piece of
dialogue between two characters who
are best friends; the other half
between two characters who dont
know each other, share and discuss


Class and group
discussion

Teacher
instruction


Student
individual work,
class discussion
Write
dialogue
between two
characters as
part of your
narrative,
and email to
me.


Exerpts of
dialogue


Week
Three
Lesson
Seven
45 min Plot: examples of famous plots,
simplified, written on the board in
mindmap form

Unpacking the someone wants
something, why? construct with ref to
these plots

Discuss above construct in relation to
BC, for both the major characters: in
groups, then share with class

Working out basic elements of plot,
including these basic questions: who,
what, where, when, why?

Applying these to own narrative idea
Class discussion



Class discussion



Group work



Teacher
instruction


Student work












Worksheet
for use in
plot
structuring
Stage 1 English Athena Taylor

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Lesson
Eight
90 min Tone/Language: class revision:
adjectives, nouns, verbs, adverbs,
pronouns, connectors, etc.

Also discuss: different sentence types
and their impact on tone

Provide exerpts and examples of
different tones: comic, sad, horrified,
serious, romantic, etc.

Discussion on how language shapes
and changes the tone, in groups then
share

Work on first draft narratives, making
sure to include simple, compound and
complex sentences and a variety of
engaging language
Teacher
instruction


Class discussion


Group work



Class discussion



Student
independent
work
Continue
working on
first drafts







Exerpts of
writing to
demonstrate
different
language
Lesson
Nine
45 min Description: flowery vs simple
description

Description of characters, setting:
examples and discussion about what is
interesting, what isnt

How to capture the readers attention:
examples of both good and bad
description, how to include in narrative
work
Teacher
instruction

Class discussion



Teacher
instruction
First draft
due at end
of week



Exerpts of
good and
bad
description
(see
attached
sheet)
Week
Four
Lesson
Ten
45 min Characters: how to make characters
interesting: discussion of favourite
fictional characters, what makes them
like this

Teacher instruction on things to think
about with characters, what to include,
issues such as Mary Sue, etc.

Group work summary of Vaughn and
Lena, what makes them interesting as
characters, what are their major flaws

Begin discussion of good editing
process: three layers of editing (see
expanded lesson plan)

Class discussion




Teacher
instruction


Group work



Teacher
instruction
I will hand
back first
drafts at end
of this
lesson.
Students to
apply editing
techniques
learnt in
class.






Worksheet
on questions
to consider
when
creating
characters
Lessson
Eleven
(see full
lesson
90 min Show examples of well edited pieces to
give ideas what to look for

Discussion of editing process,
Teacher
instruction

Class discussion
Continue
editing.


Exerpt of
before and
after good
editing
Stage 1 English Athena Taylor

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plan for
greater
detail)
questions to ask, etc.

Create checklist on board, print out
sheets, use as referencing for own
editing

Go through a piece of work in class as a
group

Work on individual narratives


Teacher
instruction


Class work


Student
independent
work
Final draft
due at end
of week.


Checklist
worksheet
for editing
process
Lesson
Twelve
45 min Final chance of editing, discussion with
teacher: hand up at end of week

Conclude unit, summary of everything
we have learnt, why its important,
what aims and objectives we have
achived as a group

Begin preliminary introduction to new
unit
Student
independent
work

Teacher
instruction,
class discussion

Teacher
instruction



Printed
summary for
student
reflection




Stage 1 English Athena Taylor

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Lesson Plan: Week 1, Lesson 1
Part 1 10 min
Preliminary Groundwork
As this is the first lesson on the unit, I will spend some time at the start of this class
establishing the topic, which is narrative text production in response to the movie Beneath
Clouds. Firstly I will set out the overall plan for the unit, including the summative
assessment, the aims and the key aspects we will be covering. Probably I will have this
written up on the whiteboard before students enter, and will get them to write it down, as this
serves as a nice settler before the real learning begins. It is important for students to
understand the structure of the course, as the security allows them to focus properly on
learning instead of worrying about the direction that the teacher is taking.
Part 2 10 - 15 min
Subject Introduction
I will now introduce students to the concept of narrative. I will begin by leading a class
discussion on what a story is basic, open ended questions that will encourage participation
hopefully across a spectrum of the students. I will brainstorm on the whiteboard with the
answers I am given, briefly touching on ideas of character development, plot, setting and
pacing. I will guide the discussion towards ideas and issues which could be raised in a story,
and encourage students to start thinking about things which might interest them to write
about.
I will then hand out three or four exerpts of interesting short stories, for instance Peeling by
Peter Carey, The Catcher in the Rye by JD Salinger, Angelas Ashes by Frank
McCormack, and Carpentaria by Alexis Wright (say one or two paragraphs of each). I
would get the class to read these exerpts aloud.
Part 3 10 15 min
Student Group Work
I would then get the students to break up into groups of 4 5, and talk for a few minutes
about what they found interesting about the exerpt they were provided with, what intrigued
them, what they didnt like and why, what they think the book might be about (assuming
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most of the students havent read them). This should go for no longer than five minutes, and I
would encourage note taking. I would then reconvene the class and ask each group to share
their opinion, perhaps writing the responses on the board and tying them back to our original
discussion about what makes a good narrative and why.
Part 4 5 min
ICT Integration
If there is time, I would get the class to watch a trailer of the movie we will be watching in
the subsequent double lesson, and ask them to think about what kind of story it might be
telling, and the issues that might be raised. This would hopefully provide a brief wind-down
from what was hopefully an engaging and involved introductory lesson, as well as prepping
the class for what to expect in the upcoming double later in the week.
Part 5 -
Homework
As it is the first lesson, I wouldnt assign any homework. However, I would encourage
students to continue to think about what they want to include in their story, the issues they are
hoping to explore, and the settings and characters they are hoping to build.
Part 6 5 min
Personal Review
I will write notes for myself as review of the lesson, considering what worked well and what
didnt, what discussions were embraced by the students and which needed more coaxing from
me. I will also consider which issues and elements of the discussion students seemed most
enthused about, and whether there is a way to focus on these in the subsequent lessons. Also
of course I will take on board feedback regarding the exerpts for group consideration, and
whether I have made a good choice in this regard.


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Lesson Plan: Week 1, Lesson 3
Part 1 10 min
Starter
I initiate a discussion of the movie as a class. Who liked it and why? Who didnt like it and
why? This hopefully calls to mind what they have seen and helps promote participation in the
lesson. I would also hope that encouraging students to justify their opinion would lead into a
discussion of what makes a good story, and more broadly, elements of an entertaining
narrative which they will be working on throughout the unit.
Part 2 15-20 min
Teacher Led Discussion
Discuss some of the issues that arose in the film. Potential issues include: teenage pregnancy,
substance abuse, unemployment, domestic violence, racism, police harrassment, identity.
Write on the whiteboard as brainstorming activity.
This is to get the students to consider the movie in a more analytical light. Also to help them
with ideas for their own story. Particular emphasis on what is relevant to the community and
to young people, so that they can consider the issues and directions they might take.
If conversation amongst the students is lacking, I can use a series of guided focus questions to
help steer the class towards pertinent issues. Perhaps even rewatch some of the key scenes in
the movie which highlight certain issues, if there is time; for instance the police racism scene,
the domestic violence scene, etc.
I will make sure to link these issues back to their summative task, the text production, as a
way for them to generate ideas for their own story. I will restate that in later lessons we will
be going through key elements of a good story, including dialogue, description, language and
character development.
Part 3 15-20 min
Student Independent Work
The students now plan, note and start writing down the issues they wish to consider in their
own narrative, as well as other key details like where they want it to be set, who their
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characters will be, what conflict they will face, etc. This is a time for quiet reflection and
creativity, as well as putting into practice the ideas and considerations we have discussed
earlier. Hopefully the whole class discussion has put most students into a frame of mind
where they are able to think of potential ideas. I will monitor the class to ensure everyone is
on task, and perhaps quietly assist those who may be struggling for ideas.
Part 4 5 min
Student Review
If there is time, I would bring everyone back together as a group and share any positive ideas
that have been thought of, interesting characters, settings that people are considering, etc..
This is hopefully a good way of providing motivation, as well as an indirect way of
generating ideas for those who may be having difficulty coming up with their own.
Part 5 20-30 min
Homework
Homework will be to type up a summary of their story idea, central characters and setting, as
well as the issues they will be focusing on in their story. Hopefully if they have been
productive in class most of this will already be done. They can then email this to me and I
will review their idea ready for the next lesson. This is a good way to ensure that everyone is
participating in the task, as well as keeping an eye on the story ideas
Part 6 5 min
Personal Review
I will write notes for myself as review of the lesson, considering what worked well and what
didnt, what discussions were embraced by the students and which needed more coaxing. I
will also consider which elements of the story students seemed most enthused with, and
whether there is a way to focus on these in subsequent lessons. Also I will take on board
feedback regarding the film provided by the students, and consider this choice further.
When I review the homework I will probably be able to have a better idea of who engaged
well with the task, and who is going to need further encouragement. Story telling is certainly
not every students favourite task, but hopefully I can monitor progress and reactions enough
to find a topic which stimulates interest in the majority.
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Lesson Plan: Week 4, Lesson 11
Part 1 5 min
Starter
Since we are now well established in the unit, and indeed coming to the tail end of
completing it, there shouldnt need to be too great an emphasis on drawing the students into
the subject. Since this lesson is regarding character development, I would start with a brief
class discussion about what kind of fictional characters we find interesting this can be from
movies, book, tv-shows, etc. Hopefully this will encourage engagement and participation, as
students can discuss and defend their choices, while I write on the board and hopefully steer
the conversation in a direction of analysing what makes good characters.
Part 2 10 15 min
Subject Elaboration
Hopefully the class themselves have come up with some interesting characters on which to
base the following discussion (eg. Harry Potter, Darth Vader), otherwise I will provide a
prompt. I will then write on the board the basic fundamentals of a character such as their
name, history, essential details like personality, dreams and wishes, weaknesses/flaws, etc.
To make it more interesting, we will also discuss characters we hate in fiction (Im thinking
Edward and Bella out of Twilight here) and hopefully flesh out the responses from the
students in order to contrast what makes good and bad characters this will open the
doorway to a discussion of Mary Sues, cardboard cut-outs, unrealistic characters, etc.
Part 3 5 10 min
Student Group Discussion
Bringing the discussion back to the source material, I would initiate a class discussion
regarding the central characters in Beneath Clouds, Vaughn and Lena. I would break the class
into breaks and get them to consider the questions about history, motivation, personality
quirks and so on concerning Vaughn and Lena, then bring the class back together and share
our findings. Obviously not everyone will have the opinion which will hopefully ignite
participation as well as elaborating on the different elements which can contribute to well-
rounded characters, and reflection on whether this was included in their own story.
Stage 1 English Athena Taylor

Page 16 of 19
Part 4 15 min
Review of First Draft
Students will have handed up their first drafts the previous week. I will now begin discussion
of the editing process, in particular the different layers of editing: sentence structure, grammar
and spelling (the top layer), realistic dialogue and engaging description (the middle layer),
and thematic editing, concerning ideas, plot and pacing (the bottom layer). I will provide a
very poor piece of work with the class (overhead projector) and ask the students to read it
through then point out errors that they find, guiding them towards certain things and pointing
out in which layer of the editing process they occur. At the end of class I will hand back the
first drafts that I have marked.
Part 5 -
Homework
For homework, I would ask students to read through my edits and suggestions and begin the
editing process of their own work, keeping in mind the three layers of editing we have
discussed in class. They will have at least one more lesson entirely dedicated to editing, but I
would of course be available out of hours to help them further. Then the task will be due at
the end of the week. So really their homework will be to fine tune, polish the work to the best
of their ability/desire, and ultimately submit it to me for marking.
Part 6 5 min
Personal Review
As this is nearing the end of the unit, there will be a deal of reflection to undertake. By this
stage I should have a fair grasp of who is flourishing with this kind of work and who needs
assistance, as well as what aspects of my teaching resonate with the students and which do
not. There might be particular issues with the first drafts and this will be a good indication of
what I may have missed or overlooked. Hopefully I will have a lesson up my sleeve to
address this. I will be able to reflect on whether I have adequately encouraged students to
engage with the source text and unlock their own creativity, and whether the ideas we have
discussed in class have been transmitted into their summative work.

Stage 1 English Athena Taylor

Page 17 of 19
WORKSHEET: HOMEWORK LESSON TWO
Beneath Clouds
Directed by Ivan Sen
Characters






Plot






Settings






Issues/Themes







Things you
liked and why?








Things you
didnt like and
why?









Stage 1 English Athena Taylor

Page 18 of 19
WORKSHEET: LESSON FOUR: SENTENCE REVISION





1. James called the police and they arrived quickly

ANSWER

2. Angela likes to swim.

ANSWER

3. After he got home, my father read us a story.

ANSWER

4. The campers stayed in the tent while the cold rain fell.

ANSWER

5. Harry worked hard on his homework, yet he didnt finish it.

ANSWER

6. Jane and Louise bought popcorn before the movie started.

ANSWER

7. Sam plays football on the weekend.

ANSWER

8. The magician pulled a rabbit from his hat, but the audience did not applaud.

ANSWER

9. I do not enjoy brussel sprouts.

ANSWER

Remember: Simple sentences are those that have ONE subject
and ONE predicate. Compound sentences have TWO
independent clauses. Complex sentences have ONE
independent clause and ONE subordinate clause
Stage 1 English Athena Taylor

Page 19 of 19
EXERPT: LESSON NINE: DESCRIPTION
1) The Blond Guitar, by Jeremy Burden
My most valuable possession is an old, slightly warped blond guitar--the first
instrument I taught myself how to play. It's nothing fancy, just a Madeira folk
guitar, all scuffed and scratched and finger-printed. At the top is a bramble of
copper-wound strings, each one hooked through the eye of a silver tuning key.
The strings are stretched down a long, slim neck, its frets tarnished, the wood
worn by years of fingers pressing chords and picking notes.
2) The Hunger Games, by Suzanne Collins
She's the twelve-year-old, the one who reminded me so of Prim in stature. Up
close she looks about ten. She has bright, dark eyes and satiny brown skin and
stands tilted up on her toes with arms slightly extended to her sides, as if ready
to take wing at the slightest sound. It's impossible not to think of a bird.
3) Harry Potter, by J.K. Rowling
Harry had never even imagined such a strange and splendid place. It was lit by
thousands and thousands of candles that were floating in midair over four long
tables, where the rest of the students were sitting. These tables were laid with
glittering golden plates and goblets. At the top of the hall was another long table
where the teachers were sitting [...] The hundreds of faces staring at them
looked like pale lanterns in the flickering candlelight [..] Harry looked upward
and saw a velvety black ceiling dotted with stars. He heard Hermione whisper,
"It's bewitched to look like the sky outside. I read about it in Hogwarts, A
History" It was hard to believe there was a ceiling there at all, and that the Great
Hall didn't simply open on to the heavens.