Holly Turner

Holly Turner
& Justification Essay
11521803
Stage 6 Unit Program
StudentNameHollyTurner
StudentNumber11521803
SubjectName
CurriculumMethod2:English
SubjectCodeEML442
LecturerPatriciaClout
AssessmentItem1
EML442: Curriculum Method 2: English
Holly Turner
11521803
Stage6UnitProgram&Justification
Essay
Holly Turner
11521803
Table of Contents
Part 1: Stage 6 English Two-Week Unit Plan..3
Class Profile.3
#1: Lesson Plan4
Appendix 1.19
Appendix 1.2..10
#2: Lesson Plan..11
Appendix 2.1..15
#3: Lesson Outline..16
#4: Lesson Plan..19
Appendix 4.1..23
Appendix 4.2..24
Appendix 4.3..25
#5: Lesson Outline..26
References: Part 1...29
Part 2: Justification of Learning Design Essay...30
References: Part 2...34
Turnitin Report...36
Holly Turner
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Stage 6 Unit Program & Justification Essay
Part 1: Stage 6 English Two-Week Unit Plan

Class Profile
Olive Secondary College (OSC) is located in Fern street, Thurgoona; twelve kilometres from Albury. The school delivers an inclusive and challenging
secondary program to all 462 students. OSC hosts years 7 to 12, with approximately 77 students in each year level. The school staff is comprised of 75
teaching, and 18 non-teaching staff. The year 12 English classroom, 12T, is comprised of 24 students; 11 males, and 13 females. Students in the class
are aged between 17 years and 2 months, and 18 years and 9 months. Students in this class are working towards a higher level of English for their age,
having the ability to describe the relationship among texts; describe ways language forms, features and structure shape meaning and influence
response; analyse and synthesise information and ideas from a range of texts for a variety of purposes, audiences and contexts; and can articulate and
represent their own ideas in critical, interpretive, and imaginative texts. One student identifies as being Aboriginal or Torres Strait Islander. Three
students are gifted and talented.
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Lesson #1: Lesson Plan

Unit Title: Module B Advanced: Critical Study of Texts (Prose Fiction)
Lesson Title: Character Analysis
Tim Winton Cloudstreet
Lesson Duration
Stage: 6
Class: 12T (24 students)
80 minutes
Year: 12
Rationale
This lesson allows students to critically analyse the characters in the text. Through critical analysis and evaluation of the texts language, content and
construction, students will interpret how each character is portrayed, and what place they play in the narrative. Students will develop interpretive and
analytical compositions by articulating and supporting their personal responses to the characters in the text. This lesson allows students to develop skills
in effective communication through participating in collaborative discussions and activities, as well as when responding to texts personally and
critically.
Syllabus Objectives
Syllabus Outcome
Syllabus Content
Students will develop knowledge and
Outcome 4 - Students achieve this outcome by:
Outcome 4: A student explains and analyses the
understanding of the ways in which
ways in which language forms and features, and
4.1 - Explaining and analysing the effects of
language forms and features, and structures structures of texts shape meaning and influence
a variety of language forms and features,
of texts shape meaning in a variety of
responses.
and the structures of texts.
textual forms.
4.2 - Identifying a range of possible
responses to texts influenced by their
language forms and features, and their
structure.
Students will develop skills in responding to Outcome 6: A student engages with the details of
and composing a range of complex texts.
text in order to respond critically and personally.
Students will develop skills in effective

communication at different of levels of
complexity.
Outcome 8: A student articulates and represents

own ideas in critical, interpretive and imaginative
texts from a range of perspectives.

6.2 - Composing sustained arguments
supported by textual evidence
6.3 - Composing and supporting a personal
response to texts
8.1 - Engaging with complex texts
8.2 - Refining the clarity of their
composition to meet the demands of
increasing complexity of thought and
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expression
Prior Knowledge
Risk assessment
Resources
Students have read, and annotated
Bumping into furniture, or having furniture
Teachers and students annotated copies of
the text Cloudstreet
fall on top of students when rearranging
Cloudstreet text
the classroom to form collaborative
Students have an awareness and
Whiteboard and whiteboard markers
groups.
understanding of the plot, structure
8x butcher paper
Tripping/ falling when moving around the
and characters in the text. In
Permanent markers
previous lessons, students have read
classroom.
Stopwatch
and completed activities regarding
Tripping/ falling over laptop/ computer
Class set of laptops/ computers
the plot and background of the text,
cords.
Access to art supplies/ materials
as well as activities that allowed
Cyber safety issues.
24x Appendix 1.1
them to learn about the author, and
Pens/ pencils
the circumstances and context
leading to his construction of the
text.
Ability to work cooperatively as a
whole class and in small groups.
Ability to express ideas, and respond
to questions/ topics.
Basic technological ability.
Learning
Time Content/ Learning Experiences
Teaching Strategies Classroom
Assessment
Outcomes
Introduction (Engagement)
Organisation
Techniques
Students will
Begin the lesson by commencing a reflective discussion Direct instruction
know/ be able to:
10min about the learning that has taken place in their study of
strategy: Leading the Students seated Formative
Module B thus far (Students have read and annotated
discussion
in standard
assessment
Recall prior
the text, and gained an in-depth comprehension of the
(Background
classroom
(informal)
learning and
plot). Spend some time reflecting on the prior lesson in
knowledge)
configuration.
Hold a discussion,
understand how it
particular, whereby students began looking at the
and use
relates to current
characters in the text, and created a character map,
Cooperative
Whole class
questioning, to
learning.
using string and thumbnails on a corkboard; to outline
strategy: Discussion discussion.
assess students
the relationships and links between the characters in the
understanding of
text. Inform students that in this lesson, they will look at Cooperative
the text so far.
the main characters in the text, and gain a deeper
strategy:
understanding of each of them.
Naming main
Formative
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Demonstrate
understanding and
knowledge of the
text and its
characters.
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10min The whole class will work together to name the main
characters in the text. Encourage students to identify
three main points or features about the character, such as
who they are, what they do, or pivotal moments from
the text that define the character. The class as a whole
should list at least eight main characters from the text:
Lester Lamb, Oriel Lamb, Quick Lamb, Fish Lamb,
Sam Pickle, Dolly Pickle, and Rose Pickle. As students
name them, write the characters on the whiteboard,
listing the main points beneath their name.
characters
Body (Exploration/ Transformation/ Presentation)

With the assistance of the students, rearrange the tables
and chairs to form collaborative tables/ areas. Ensure
that there are at least eight tables/ areas (one for each
main character). Split students into groups of three
(eight groups in total), and assign one of these main
characters to each group. Hand each group a piece of
butchers paper and permanent markers. Students are to
write the name of their assigned character in the centre
of the paper, and write the main points shared by the
class around the name. Inform students that they are
going to partake in a round-robin activity, whereby they
will spend three minutes building information and ideas
about a character; writing quotes and events from the
text, features of the character, and their own thoughts
and responses to the character on the butchers paper.
After three minutes, students will rotate clockwise to the
next area, and spend three minutes writing information
24min about that character. Set the stopwatch, and observe and
assist students as they write their ideas on the butchers
paper, and use their texts to find further information and
quotes. Students stop and change over every three
6min minutes.
Cooperative
strategy: Working in
groups during round
robin and class
discussion
(Engagement;
Inclusivity).
5min
Work
cooperatively with
others to
participate in peer
learning.
Acquire a deep
understanding of
each of the main
characters.
Engage with the
details of the text
to respond
personally and
critically.
Activity Based
Strategy:
Round robin
activity; engaging
students through
movement and
cooperation.
(Engagement)
Whole class
cooperation to
name main
characters, and
identify key
features.
Collaborative
tables/ areas.
Group work
with
interpersonal
communication.
Movement
around the room
in between time
allowance.
Formative
assessment
(informal)
Observe students
participating in
round robin activity
to assess their
engagement, and
their ability to
work with others.
Classroom
reorganised to
the standard
classroom
Formative
assessment
(informal)
Hold a discussion
about the ideas,
Cooperative
strategy: Discussion
Questioning
Arts Based Strategy:
Designing a piece
that represents a
character from the
text
(Engagement)
Questioning
Direct instruction
assessment
(informal)
Listen to students
name main
characters from the
text, and identify
key features of the
characters, to
assess students
understanding and
knowledge of the
characters in the
text.
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Return the tables to their standard configuration. Hold

up each piece of butchers paper, and read out some of
Articulate their
the quotes, ideas, and information. Ask the class
own ideas in depth.
questions about the character, and what has been noted,
so they can build upon what has been written down;
What does Rose eating disorder tell us about her
character?; You have written that Dolly is a bad
10min mother. Why do you feel this way?
Gain a deep
Inform students that they are to select one of these
understanding of
characters, and create a piece of work that represents
the task, and obtain
that character. Hand each student the task outline, and
ideas and
read through it together as a class (Appendix 1.1).
inspiration.
Inform students that this task will be marked against a
rubric (Appendix 1.2), but will not go towards their final
grade. Ask students to name well-known celebrities, or
characters from other texts, and share examples of what
could be created/ used to represent them. For example,
to represent the character of Homer Simpson, a drawing
of donuts and Duff beer could be completed; to
Have the
represent Anne Frank, a digital model of the attic could
opportunity to
be created; to represent Taylor Swift, a word jumble of
understand the task
her song titles could be completed. Set up a
to the same degree
collaborative table and invite students who are still
as everyone else,
struggling with the task, or who require further
and partake in peer
assistance, to sit in this area. Sit with these students and
learning.
offer further examples, or further analysis of the
10min characters in the text. Allow the rest of the class to work
independently.
Use an alternative
Observe students commence this task, allowing them
mode of
accessibility to laptops/ computers, and art materials.
presentation to
5min
respond critically
Conclusion (Presentation/ Reflection)
and personally to
Allow students to share the character they have selected,
the characters in a
and their ideas for how to represent this character
strategy: Giving
examples of how to
represent a character
through an art piece
(Explicit quality
criteria)
Cooperative
strategy: Working
with others to gain
understanding and
inspiration
Demonstration/
example: Allowing
students to gain a
better understanding
of the task by
relating it their
knowledge
Differentiation
strategy: Allowing
students to represent
their character in a
mode of their choice;
all students can work
at their level of
ability, including
gifted and talented
students.
(Higher order
thinking;
Engagement)
configuration.
Questioning
Whole class
discussion.
information, and
quotes students
have written on the
butchers paper to
assess their ability
to build upon their
ideas, and use
evidence to support
their argument
Whole class
listening to
teacher explain
the task.
Individual work,
or collaborative
work.
Student
movement when
collecting art
materials or
technology.
Whole class
discussion.
Formative
assessment
(informal)
Observe students
beginning to create
their piece to assess
their understanding
of their selected
character, and their
ability to express
their ideas.
Formative
assessment
(informal)
Hold a discussion
with students about
their progress with
the task, to further
assess their
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text.
Build upon their
ideas, and
articulate their
response to
develop skills in
effective
communication.
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through a piece. When sharing their ideas, ask students

questions like, How does a drawing of a fishing boat
on a river represent the character Quick?; What are
some key words that you may need to include in your
word jumble for Fish?; Why have you chosen a coin
as the central physical object for the character Sam?;
What is the connection between Fish, and a butter
knife?; Why is the tent such an important feature to
the character Oriel?
HOMEWORK: Students are to complete their piece,
and paragraph/s that details how their piece
appropriately and successfully represents that character,
by the next lesson.
Dismiss the class.
ICT Based strategy:

Using laptops/
computers for task
Questioning
Independent learning
strategy: Task, and
homework
Whole class
movement when
leaving the
classroom.
understanding of
their selected
character, and their
ability to express
their ideas.
Holly Turner
Appendix 1.1
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Character Representation Task

Task Description
Create a piece that represents the features, personality, and/ or experiences of
ONE character from Cloudstreet by Tim Winton.
Students will:
Create a piece that represents a character from Cloudstreet.

Write one to two paragraphs about the piece they have created,
explaining why they have chosen to represent the character in this way,
and how it successfully presents that character. Use quotes and/ or
passages from the text to support your ideas and response.
Modes to present task:
Diary entry
Comic strip
Digital model
Drawing/ painting/ sketch
Word jumble
3D model
Digital image/s
Collage
Concrete object/s
Poem or Song
Any other ideas of how to create this piece must be approved by the teacher
first.
Marking
Students will be marked on:
Analysis and understanding of the character
Piece:
Originality of ideas
Presentation and quality of piece
Response and supporting paragraph/s:
Evidence used from the text to support the piece

Ability to present ideas and explain decisions
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Appendix 1.2
Marking Rubric
Criteria
The physical piece and
written response show a
deep analysis and
understanding of the
selected character.
The presentation of the
piece demonstrates
originality of ideas, and
is finished to a high
quality.
The written section

demonstrates an ability
to present ideas and
explain decisions, and
shows the ability to use
quotes and passages
from a text to support
their views.
The student has an

extensive knowledge and
character, as achieved
through in-depth analysis.
The student has a

thorough knowledge and
through in-depth analysis.
The student has sound

knowledge and
through analysis.
The student has a basic

knowledge and
through analysis.
The student has an

elementary knowledge
and understanding of the
character.
The student has an

extensive knowledge of
how to present ideas to a
high quality. In addition,
the student has achieved a
very high level of
competence in the
processes and skills
involved in creating this
piece.
The student has a

understanding of how to
present ideas to a high
quality. The students have
a high level of
competence in the
piece.
The student has sound

knowledge and
achieved an adequate
level of competence in the
piece.

knowledge and
achieved a limited level of
competence in the
piece.
The student has an

and understanding of how
to present ideas to a high
achieved very limited
competence in the
piece.
The student has extensive

knowledge and
present their ideas and
explain decisions. In
addition, the students have
achieved a very high level
of competence in the
involved in selecting
quotes and/ or passages
from the text to support
their ideas.
The student has a

explain decisions. The
students have achieved a
high level of competence
in the processes and skills
their ideas..
The student has a sound

knowledge and
explain decisions The
students have achieved an
adequate level of
competence in the
their ideas.

knowledge and
students have achieved a
limited level of
competence in the
their ideas.
The student has an

and understanding of how
to present their ideas and
students have achieved
very limited competence
in the processes and skills
their ideas.
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#2: Lesson Plan

Lesson Title: Introduction to Motifs
Lesson Duration
Stage: 6
80 minutes
Year: 12
Rationale
This lesson introduces students to motifs in the text. Students will use their knowledge of the text to identify the motifs used, and examine how this
particular feature contributes to textual integrity. Through critical analysis and evaluation of the texts language, content and construction, students will
refine their understanding of the text, and interpret how this literary technique assists to shape the texts meaning.
Syllabus Objectives
Syllabus Outcome
Syllabus Content
responses.
textual forms.
structure.
Students will develop skills in independent
investigation, individual and collaborative
learning.
Outcome 9: A student evaluates the effectiveness

of a range of processes and technologies for
various learning purposes including the
investigation and organisation of information and
ideas.
.

9.1 - Using, individually and in groups,
different available technologies to
investigate, clarify, organise and present
ideas
9.2 - Using individual and collaborative
processes to generate, clarify, organise,
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Prior Knowledge
Risk assessment
groups.
and characters in the text.
classroom.
whole class and in small groups.
cords
Basic ICT skills and knowledge.
Cyber safety issues
Ability to participate in public
speaking.
Learning
Outcomes
Students will
know/ be able to:
Time
5min
Receive feedback
on responses to the
text
Gain a deeper
understanding of
the plot, and
significant features
of the text through
4min
Content/ Learning Experiences

Collect students homework from the previous
lesson; these will be marked and handed back at
a later date. Hold a brief discussion with the
students about this task, asking questions such as
Did anyone find one character difficult to
represent?; Did anyone attempt to draw their
selected character based on the descriptions in
the text?. Use the link to open the Youtube
video https://www.youtube.com/watch?
v=xQMOa7vXRjY. Inform students that
Cloudstreet was turned into an Australian miniseries in 2011; they will not be watching the
series, but will watch the trailer to gain a deeper
understanding of the text as a whole. While
refine and present ideas

Resources
Cloudstreet text
Smartboard/ Projector
Access to Youtube
Access to art/ drama materials and resources
Whiteboard instructions (Appendix 2.1)
Pens/ pencils
Showcase Australia [User name]. (2011, March 29).

Tim Wintons Cloudstreet Official Trailer [Video
File]. Retrieved from
https://www.youtube.com/watch?
v=xQMOa7vXRjY
Teaching Strategies Classroom
Assessment Techniques
Organisation
Direct instruction
Formative Assessment
strategy: Leading the Students seated in (Formal)
discussion
standard
Mark students work
(Background
classroom
against a rubric
knowledge)
configuration.
(Appendix 1.2).
Questioning
ICT Based strategy:
Viewing Youtube
video to gain deeper
understanding.
Direct instruction
Whole class
discussion.
Whole class
viewing of
Youtube clip.
(Informal)
Observe students
viewing the trailer to
assess their engagement
with the text.
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viewing the trailer

to its mini-series.
5min
Participate in peer
learning.
5min
Learn what a
motif is, and its
purpose in literacy.
Identify motifs in
the text.
Support their
responses.
watching the trailer for this mini-series, students

are to note down any key words or images they
hear/ see that they believe are reoccurring ideas
in the text, or that hold particular significance.
Students will need to use their prior knowledge
and understanding of the book to acquire an
optimum understanding of the trailer.
Ask the students to pair up with the person next
to them, and share the words or scenes they
noted down that they thought were significant to
the text. Ask each pair to share one thing from
their combined list; encouraging them to explain
why they feel it is significant. Allow other
students to add to their classmates responses.
Body (Exploration/ Transformation/

Presentation)
Ask students to define a motif. Take
suggestions from students and write them on the
5min whiteboard, before writing the dictionary
definition; A recurring idea in a literary work,
and this devices purpose; to highlight central
ideas in the text, and to enhance the meaning of
the novel. Ask students to identify some of the
motifs in the text Cloudstreet, based on their
10min reading of the text, and their list of notes from
viewing the trailer. Ask students to give evidence
of the motifs they suggest, such as The River is
a motif, as it represents freedom, and tragedy; it
is the place where Fish had his accident, Fish
and Quick re-connect as brothers, and is Quicks
safe haven. Students should name at least six
motifs: the River/ water; the House; food; the
knife, the library, and war.
Independent learning
strategy: Taking
Individual work
notes.
when taking
notes.
Cooperative
strategy: Discussion
with partner to
participate in peer
learning.
(Inclusivity)
Pair work.
Cooperative
strategy: Sharing
Whole class
notes with class to
discussion/
participate in peer
sharing ideas.
learning
(Substantive
communication)
Whole class
discussion.
Direct instruction
Questioning
Cooperative
strategy: Working in
groups to develop
understanding of
motifs in the text.
(Deep
understanding)
ICT Based strategy:
Use of laptops/
Whole class
listening to
teacher explain
the task.
(Informal)
Listen to students notes
from the trailer to assess
their understanding of the
text, and their ability to
support their response.
Diagnostic Assessment
(Informal)
Ask students about
motifs, to assess their
prior knowledge about
this literary device.
(Informal)
Ask students to identify
motifs in the text to
assess their
understanding of motifs,
and the plot of the text.
Whole class
moving when
organising
groups.
(Informal)
Observe students
preparing presentation to
assess their ability to
work with others, and
contribute effectively.
Collaborative/
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Participate in peer
learning and
5min
collaborative work.
Gain a deeper
understanding of
the text, and one
motif in particular.
Gain an
understanding
about all motifs
identified through
watching/ listening
to presentations.
Articulate personal
thoughts about the
text and its motifs.
Split students up into six groups (one for each

motif named). Assign each group a motif. Inform
students that they are to research the place of this
motif in the text, and present their findings to the
class (Appendix 2.1). Allow access to art and
drama resources to assist students with their
presentation, and access to laptops/ computers
for research.
Observe groups as they research and create their
20min presentation, offering assistance to those who
need it.
Allow groups to present task. While listening
15min and viewing, students should take notes to gain
an understanding of the other motifs in the text.
6min

Students are to write 3-5 sentences stating which
motif they believe is the most significant to the
plot and structure of the text, and why. These
responses are to be handed in at the end of the
lesson.
EXTENSION: Students who complete the task
early, or who require a further challenge, can
write an additional paragaph, answering the
question How would the story, and text as
whole, change if this motif was not included?
Dismiss the class.
computers.
Cooperative
strategy:
Participating in a
presentation with a
group.
(Engagement;
Inclusivity; Social
support).
Arts-Based strategy:
Presenting responses
in an interactive
manner.
(Engagement;
Inclusivity; Social
support).
group work.
Student
movement when
collecting
materials or
technology.
Group movement
when organising
and presenting
responses.
Whole class
observing
presentations.
Individual work.
Direct instruction.
Whole class
Independent learning movement when
strategy: Personal
leaving the
response.
classroom.
Differentiation
strategy: Extension
activity for gifted
and talented
students.
(Informal)
Observe groups
presenting their
responses and findings to
assess their
understanding of the text,
and their evidence to
support the role their
assigned motif plays in
the text.
(Informal)
Read students responses
to the question Which
motif plays the most
significant role in the
text? Why? to assess
students understanding of
motifs, and their ability
to articulate their ideas.
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Appendix 2.1
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Whiteboard instructions
Present your motif to the class
Research and identify:
Where and when this motif is mentioned/ included in the text?
Who is associated with this motif?
What does this motif symbolise/ mean?
How, and in what way, is this motif presented?
Why is this motif significant in the text?
Present your responses/ findings in a:
Speech
Interview
Role play
Drama performance
Poster
PowerPoint
Take notes of other groups presentations
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#3: Lesson Outline

Lesson Title: Articulating Responses to Motifs
Lesson Duration
Stage: 6
80 minutes
Year: 12
Rationale
This lesson is designed to allow students to develop their skills in articulating, and supporting their responses to the text. Student will participate in a
debate, and compile a piece of writing, whereby they are required to engage with the text and respond critically and personally. Students need to analyse
information in the text, to develop sustained and logical arguments. By doing this, students will develop their abilities to form in-depth, supported
responses, and experience presenting them in both oral, and written modes.
Syllabus Objectives
Syllabus Outcome
Syllabus Content
Outcome 3: A student develops language relevant Outcome 3 - Students achieve this outcome by:
to the study of English.
3.2 - Language for making connections,
questioning, affirming, challenging,
speculating about and generalising about
texts
Students will develop skills in imaginative,

critical and reflective thinking about
meaning.
Outcome 10: A student analyses and synthesises

information and ideas into sustained and logical
argument for a range of purposes, audiences and
contexts.
Prior Knowledge
Risk assessment

6.1 - Analysing texts in detail
response to texts
10.2 - Making connections between
information and ideas, and synthesising
these for various purposes and audiences
10.3 - Using the information and ideas
gathered from a range of texts to present a
point of view in analytic, expressive,
imaginative and evaluative ways.
Resources
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Cloudstreet text
the classroom for debate.
Smartboard/ projector
classroom.
Access to Youtube
Students know what a motif is, can
identify some motifs in the text, and
cords.
Workbooks/ sheets of loose-leaf paper
have an understanding of how,
Pens/ pencils
where, when, and why particular
motifs are included in the text.
TheTorchOnline [User name]. (2009, March 24).
Harry Potter Vs. Twilight: The Actual Debate!
whole class.
[Video file]. Retrieved from
https://www.youtube.com/watch?v=BOFBkR9s_gU
Ability to form a piece of writing.
Learning
Time Content/ Learning Experiences
Teaching
Classroom
Assessment
Outcomes
Strategies
Organisation Techniques
Students will
Class discussion about the learning of motifs in the
know/ be able 10min
Direct instruction
Standard
previous lesson. Teacher shares the results of the
to:
strategy:
Leading
classroom
(Informal)
final task, where students individually expressed
configuration. Class discussion to
which motif they believe to be the most significant the discussion.
Recall prior
(Background
assess students
in the text. Teacher states which two motifs were
learning and
knowledge)
Teacher-led
voted to be the most significant; (It can be assumed
understand
discussion.
text, and its motifs, as
that the River and the House will be the most
how it relates
ICT
Based
well as their ability to
common answers). Students will participate in a
to current
10min
strategy: Watching Whole class
recall what they have
debate.
learning.
Youtube
clip.
viewing
of
learnt.
Students watch the Youtube video
Youtube clip.
https://www.youtube.com/watch?
Gain an
Demonstration/
v=BOFBkR9s_gU, to gain an understanding of the
understanding
example: Viewing
Whole class
(Informal)
structure, and purpose of a debate.
of what a
a debate about a
movement
Observe, and judge, the
debate is, and
topic
the
students
when
getting
debate to assess
how a debate
5min
are familiar with,
into groups.
students understanding
Class is split into two groups. One group is
is structured.
and can
of the text, as well as
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assigned the motif of the House; the other is

assigned the motif of the River.
Participate in a 20min
The class participates in a debate, arguing which
debate,
motif is more significant in the story, and why.
expressing
10min
Reflect on the experience of a debate; question if
views and
students found it an effective way to respond to the
arguments
text, and express their ideas.
orally.
20min
Students complete a piece of writing (handwritten)
1-3 pages long, whereby they write a response to
Think
the topic: The butter knife does not symbolise fate,
critically and
but rather, the Lamb familys faith.
personally
EXTENSION: Students who complete the task early, or
about the text
who require a further challenge, will write an additional
and topic;
piece of writing on the topic: How is the idea of the
expressing
supernatural presented in the text.
views through
Students hand in their pieces of writing for
writing.
marking (Not given a grade; just feedback).
Reflect on
their learning.
5min

The class has a discussion about the task
completed, reflecting on the question and their
responses.
Dismiss the class.
understand.
Cooperative
strategy: Working
in teams to debate.
(Inclusivity;
Engagement;
Substantive
communication)
Whole class
debate.
Whole class
discussion.
Individual
work.
Questioning.
Independent
learning strategy:
Writing task.
Differentiation
strategy: Extension
activity for gifted
and talented
students.
Cooperative
strategy:
Discussion
Whole class
reflection.
Whole class
movement
when leaving
the classroom.
their ability to
coherently and
appropriately express
their views, and use
evidence to support
their argument.
(Formal)
Mark students writing
to assess their
text, and ability to
express their views
through writing.
(Informal)
Hold reflection to
assess students ability
to engage with and
reflect on their learning.
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#4: Lesson Plan

Lesson Title: Introduction to Themes
Lesson Duration
Stage: 6
80 minutes
Year: 12
Rationale
This lesson is designed to allow students to gain a deeper understanding of the text by looking at the themes in Cloudstreet. In this lesson, students will
engage with and develop an informed personal understanding of the text, to identify where, when, and how the themes are evident. Students will
participate in peer, and collaborative learning, and have the opportunity to evaluate the response of others, when developing their understanding and
interpretations of the text.
Syllabus Objectives
Syllabus Outcome
Syllabus Content
responses.
textual forms.
structure.

6.1 Analysing texts in detail
6.4 Evaluating the response of others
Prior Knowledge
Risk assessment
Resources
falls on top of students when rearranging
Cloudstreet text
the classroom.
Tripping/
falling
when
moving
around
the
Smartboard/ projector
classroom.
Access to Youtube
whole class and in pairs.
cords.
Pens/ pencils
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to questions.
Learning
Outcomes
Students will
know/ be able to:
Learn what a
theme is
Gain an
understanding of
themes by viewing
and hearing
relevant examples
Time

5min Begin the lesson by returning the pieces of writing from the
previous lesson back to students (these have been marked,
and include feedback).
5min Ask students if they can define the word theme, in the
English context. Write student suggestions on the
whiteboard. Open up the website
http://homeworktips.about.com/od/writingabookreport/a/th
10min emelist.htm on the Smartboard or projector. Read the first
three paragraphs of the webpage to the class, describing
what a theme is.
Read through some of the common themes listed on the
10min website, and give some examples of popular stories where
these are evident (Appendix 4.1).

As a class, identify the main themes in the text Cloudstreet.
Identify, and gain
10min Write all student suggestions on the whiteboard, forming
an understanding
categories of similar ideas, and limiting the list to the most
of the main themes
common and apparent themes. Students should list at least
in the text, or
five themes: grief and suffering; fate and faith; place/
partake in peer
belonging; family/ relationships; and light and dark.
learning by hearing
On the whiteboard, narrowly break down these themes, by
what classmates
5min writing three points about where and/ or how, these themes
think are the main
are evident e.g. for the theme Grief and suffering, students
themes.
can identify Rose eating disorder and Dollys alcohol
abuse; for Fate and faith, students can identify the butter
Participate in peer
knife, and Sams gambling.
About Education. (2016). 101 Common book

themes. Retrieved from
http://homeworktips.about.com/od/writingabookrep
ort/a/themelist.htm
Teaching
Classroom
Assessment
Strategies
Organisation
Techniques
Questioning
Direct
instruction
strategy:
Leading the
discussion
Demonstration
/ example
Students seated
in standard
classroom
configuration.
Teacher handing
back work.
Teacher led
whole-class
discussion.
Whole class
viewing
website.
Cooperative
strategy:
Discussion
Cooperative
strategy: Pair
work
Diagnostic
Assessment
(Informal)
Ask students if they
can define a theme,
to assess their prior
knowledge about this
topic.
Whole class
discussion.
Pair work.
(Informal)
Hold a discussion
about the main themes
in the text, to assess
students
text, and the concept
of themes.
(Informal)
Observe students
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learning by
working in a pair.
Inform students that they are to split into pairs. Using

10min computers/ laptops, students are to create a concept map,
designed as the teacher outlines on the whiteboard
Create a valuable
(Appendix 4.2). Students are to break down each of these
resource that
themes further with their pair, looking for passages, or
details each theme.
examples from the text where these themes are evident. As
This resource can
students are sharing the same computer, one member of the
be referred back to
pair should e-mail the concept map to the other member, so
when preparing the
both have a copy.
summative
Inform all students that they are to form a large circle with
assessment or for
their chairs. Assist students to re-arrange the classroom.
the exam.
5min Once seated in the circle, inform students that they are now
only going to focus on the themes of place/ belonging, and
Partake in
family/ relationships. Students need to have their
collaborative
10min computers, and concept map open with them. Ask students
learning.
to share the information or ideas they have on their concept
map about these two themes. Use questioning to build
Build upon the
student responses, such as Why do you think Rose does
information in
not feel at home when she lives in a house without her
their concept map.
family? Is it the family she misses or the home on Cloud
street?; How are Dolly and Oriel different in the way
they treat/ view their family?; Does each character in the
text have a different place they feel they belong? Do they
all feel that they belong to the one place, together? While
participating in collaborative learning, students should be
adding information to their concept map. During this time,
students should also be looking for further passages,
quotes, or areas of the text to add to their knowledge of
these themes.
Demonstrate their
knowledge about
the text, or develop
their knowledge

10min Students re-arrange the classroom back to its standard
configuration. To conclude the lesson, play a form of trivia
(Appendix 4.3). Based on the groups they are sitting in at
ICT Based
strategy: Using
laptops/
computers for
task
Cooperative
strategy:
Sharing and
discussion
(Inclusivity;
Substantive
communicatio
n)
working in pairs to
assess their ability to
work with others, as
well as to assess their
text.
Whole class
movement to
rearrange the
room.
Whole class
sharing/
discussion.
(Informal)
Observe and listen to
class collaboration on
themes to assess
students
understanding of
themes, and
knowledge about the
text.
Questioning
ICT Based
strategy: Using
laptops/
computers for
task
Activity Based
Strategy:
Trivia game
(Engagement)
Whole class
movement when
re-arranging
classroom.
Whole class
trivia
Group work
Cooperative
strategy:
Group/ team
(Informal)
Hold a discussion and
use questioning to
assess students ability
to express their ideas
and support their
responses.
Whole class
movement when
(Informal)
Play trivia to assess
students knowledge
and understanding of
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about the text.
11521803
the time, ask the class a question. The first group to buzz in
(bang on the table) and answer the question correctly gets a
point. The group with the most points gets to be dismissed
first. Dismiss the class.
work
(Inclusivity)
leaving the
classroom.
the text.
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Appendix 4.1
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Common Themes in Stories

Good versus bad:
Superman, Batman
Harry Potter
Star Wars
Everlasting love:
Shrek
Titanic
Romeo and Juliet
Loss of innocence:
Where the wild things are
Juno
Toy Story 3
Man against nature:
Jaws
Jurassic park
Armageddon
Overcoming:
Remember the titans
Matilda
Slumdog millionaire
Individual versus society:
Erin Brockovich
Schindlers list
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Appendix 4.2
Concept map layout

Grief and Suffering
Family/ Relationships
Place/ Belonging
Themes in
Cloudstreet
Light and Dark
Fate and Faith
Draw lines/ arrows from each theme, and include boxes with information, ideas, and passages/
quotes from the text that relate to that theme.
Alternatively, themes can be web links that take viewers to a new page. This page will include
information, ideas, and passages/ quotes from the text that relate to the theme.
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Appendix 4.3
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Trivia
1.
2.
3.
4.
5.
6.
What is the name of the man Rose Pickles dates before Quick?
How many members are there in the Lamb family? Name them.
Name a character that struggles with belonging, and describe why.
What is the name of Quick and Roses son?
Where did the Pickles family live before Cloudstreet?
Name a place, other than Cloudstreet, that is of significance to all, or one,
of the characters in the text.

7. Name a relationship in the text that is unhealthy, or is struggling. Explain
why.
8. What was Quicks relationship with Wogga Mcbride?
9. Where does Fish like to spend most of his time? Why?
10. Why does Oriel move out to the tent?
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#5: Lesson Outline

Lesson Title: The Meaning of the Text
Lesson Duration
Stage: 6
80 minutes
Year: 12
Rationale
This lesson is designed to allow students to further develop their knowledge and understanding of the themes in the text, and the texts overall meaning
and purpose. In this lesson, students will partake in collaborative learning, and have the opportunity to evaluate the response of others. Students will
refine their understanding and interpretations of the text, and critically consider these in the light of others responses. Students will also briefly look at
how this text has been received and valued.
Syllabus Objectives
Syllabus Outcome
Syllabus Content
Outcome 3: A student develops language relevant Outcome 3 - Students achieve this outcome by:
to the study of English.
3.2 - Language for making connections,
questioning, affirming, challenging,
speculating about and generalising about
texts
language forms and features, and structures
textual forms.

structures of texts shape meaning and influence
responses.
Prior Knowledge

structure.

response to texts
Risk assessment
Resources
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Students have an understanding of
what a theme is, and can identify
the themes in the text.
whole class.
Ability to form a piece of writing.
Learning
Outcomes
Students will
know/ be able
to:
Time
Understand the
publics view,
and perception
of, the text.
10min
5min
5min
Participate in
peer learning.
Partake in
collaborative
learning.
Build upon the
20min

falls on top of students when rearranging
groups.
classroom.
cords
Cyber safety issues

Class discussion reflecting on learning from the
previous lesson about themes.
Open the Youtube video
https://www.youtube.com/watch?v=BP9RlG7E3jY
on the Smartboard. Students are to take notes while
watching this clip, paying specific attention to any
words, or points, the members of the discussion
state about the meaning or purpose of the text, the
way it is written, and its overall impact.
Hold a discussion about the clip, asking students to
share the points they noted.
Re-arrange the classroom to form a circle. Using
laptops and their concept maps, discuss the themes
Light and dark, Grief and suffering, and Fate and
faith in the text. Use questioning to build student
responses: How does Sams addiction to gambling
Cloudstreet text
Smartboard/ Projector
Access to Youtube
Signs of themes
Pens/ pencils
Workbooks/ Loose leaf paper
Lolchristianvhs [User Name]. (2011, December 29).

CLOUDSTREET on Tuesday Book Club [Video
File]. Retrieved from
https://www.youtube.com/watch?v=BP9RlG7E3jY
Teaching
Classroom
Assessment
Strategies
Organisation Techniques
Direct instruction Standard
strategy: Leading classroom
(Informal)
the discussion.
configuration. Class discussion to
assess students level of
ICT Based
Whole class
strategy:
discussion.
text, as well as their
Watching
ability to recall what
Youtube clip.
Whole class
they have learnt.
viewing of
Independent
Youtube clip.
learning strategy:
(Informal)
Taking notes.
Class discussion about
Whole class
Youtube clip to assess
Cooperative
discussion.
students ability to
strategy:
understand the
Discussion.
Whole class
meaning, or main idea
movement
of the text as a whole.
Cooperative
when re-
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information in
their concept
map.
Demonstrate
their
understanding
of, and response
to, the main
ideas and
overall message
of the text in an
interactive
manner.
Express critical
and personal
response to the
overall
meaning/
message of the
text.
15min
20min
5min
Reflect on the
experience of
expressing a
response in
writing.
relate to the theme of Fate and faith?; What is the

significance of the knocking down of the wall in the
library?; Why, and how, is Dolly suffering?
Re-arrange the classroom back to the standard
configuration. Place the signs that state the five
main themes in the text in different areas of the
classroom. Play a game whereby the teacher says a
word, a person, a place, or object, and the students
are required to move to the theme sign that they
think that word relates to. Ask students to explain
why they believe that word related to their selected
theme. Examples of words, people, places, or
objects to say: the House on Cloud street; the
Aboriginal man; Oriels tent; Sams gambling;
eating disorder; and Fish.
Students are to complete a piece of writing that is
1-3 pages, answering the question What do you
think is the main message, or prominent idea, of the
text Cloudstreet, and why?

Collect students writing for marking. Hold a
discussion reflecting on students experience in the
task, and what their responses were to the topic.
Dismiss the class.
strategy: Sharing
and discussion.
(Inclusivity;
Substantive
communication)
arranging
classroom.
Whole class
discussion/
collaboration.
Questioning
Activity Based
Strategy:
Moving around
the classroom
during game.
(Engagement;
Inclusivity; Deep
understanding)
Independent
learning strategy:
Writing task.
(Deep
understanding)
Cooperative
strategy:
Discussion/
reflection.
Whole class
movement
when rearranging
classroom.
Whole class
movement
during game.
Independent
work.
Whole class
discussion/
reflection.
Whole class
movement
when leaving
classroom.
(Informal)
Observe and listen to
class collaboration on
themes to assess
students understanding
of themes, and
knowledge about the
text.
(Informal)
Observe students
participate in the game,
and listen to their
responses, to assess
their ability to think
critically and personally
about the text.
(Formal)
Mark students pieces
of writing to assess
their ability to think
critically and personally
about the text, and
express those ideas
through writing.
Holly Turner
References: Part 1
11521803
About Education. (2016). 101 Common book themes. Retrieved from

http://homeworktips.about.com/od/writingabookreport/a/themelist.htm
Department of Education and Training. (2003). Quality teaching in NSW public schools: Discussion
paper. Sydney: Author.
Lolchristianvhs [User Name]. (2011, December 29). CLOUDSTREET on Tuesday Book Club
[Video File]. Retrieved from https://www.youtube.com/watch?v=BP9RlG7E3jY
NSW Board of Studies. (2009). English Stage 6 Syllabus. Sydney: Author.
NSW Board of Studies, Teaching and Educational Standards. (2014). English stage 6 prescriptions:
Area of study, electives and texts HSC Prescriptions 2015-20. Sydney: Author.
Showcase Australia [User name]. (2011, March 29). Tim Wintons Cloudstreet Official Trailer
[Video File]. Retrieved from https://www.youtube.com/watch?v=xQMOa7vXRjY
TheTorchOnline [User name]. (2009, March 24). Harry Potter Vs. Twilight: The Actual Debate! [
Video file]. Retrieved from https://www.youtube.com/watch?v=BOFBkR9s_gU
Winton, T. (1991). Cloudtreet. Camberwell, VIC: Penguin Group Australia.
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Part 2: Justification of Learning Design Essay
The HSC Advanced English courses are designed for students to become sophisticated and critical
users of English (NSW Board of Studies, 2009). Through their learning in Module B: Critical Study
of Texts, students develop their understanding of textual integrity, by exploring and evaluating a
specific text, and developing a range of interpretive, imaginative, and analytical compositions
(NSW Board of Studies, 2009; NSW Board of Studies, Teaching and Educational Standards, 2014).
The novel Cloudstreet, by Tim Winton (1991), was selected as the prescribed text for this sequence
of lessons, as it has been described as an interest (to) both Tim Winton and us as readers, holding
a significant place in Australian literature (Eastman, 2014, p. 3). Due to the texts wide reception,
and its extraordinary use of language as the means for expressing ideas, this text suits the
requirements of students learning in Module B (NSW Board of Studies, 2009).
This sequence of lessons is situated towards the middle of the unit. Prior to these lessons, students
have read the book independently, before re-reading important and significant passages of the text
with the whole class. With the guidance of the teacher, the students have completed activities
regarding the plot and structure of the text, developing an understanding of the story. Students have
also completed readings and activities designed to broaden students knowledge about the author,
and the context of his writing at the time. The lessons following this sequence allow students to
complete readings, and activities about the texts reception in a range of contexts. Students will
then go on to critically and personally respond to the text in preparation for their internal summative
assessment.
The HSC course relies on the use of both internal assessment and external examinations to
determine student achievement (NSW Board of Studies, 2009). The NSW Board of Studies states,
A variety of types of task should be used to give students the opportunity to demonstrate outcomes
in different ways and to improve the validity and reliability of the assessment (2009, p. 5). For this
reason, a range of informal and formal methods of assessment is included within the lesson
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sequence. The assessment in this learning sequence is primarily formative, working as an effective
means of mapping, improving, and developing future teaching and learning practice (Brady &
Kennedy, 2012). This form of assessment offers students numerous opportunities to demonstrate
that they are meeting the required objectives, outcomes, and content, while also allowing the
students to receive meaningful feedback about their level of performance (Brady & Kennedy, 2012;
NSW Board of Studies, 2009). Diagnostic assessment is also included in this two-week program.
This form of assessment allows the teacher to examine students level of knowledge about a topic
prior to the implementation of a learning program; acting to provide a baseline against which to
assess progress (Brady & Kennedy, 2012; Victoria Department of Education & Training, 2013). The
internal assessment occurs at the end of this unit, and provides a measure of student achievement
based on syllabus content and outcomes. This summative assessment will require students to create
a piece that represents the main idea or message of the text, and deliver a five minute oral
presentation, describing what the piece is, and how it represents the text. This assessment will be
marked under the modes of Speaking and Viewing/ Representing, in the Module B component. This
assessment has a weighting of 30 marks (NSW Board of Studies, 2009). The learning throughout
the unit has been preparing students for this assessment, through completing the following
activities: creating a piece that represents a character in the text; critically viewing the themes and
motifs in the text to gain an understanding of the overall meaning and purpose of the text; critically
and personally responding to the text; and participating in activities where students are required to
orally present their responses to the class.
This two-week program was designed with the intention to create lessons that supported students in
their HSC course, provided engaging and quality lessons, and adhered to the requirements of the
NSW English (Advanced) Stage 6 syllabus and Module B. When designing this lesson sequence, I
aimed to include the three procedures essential when engaging in a close study of text: identify the
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texts principal themes and ideas; identify the formal or technical characteristics of a text; and
describe how the themes and ideas interact with the stylistic techniques (Rutherford, 2001, p. 7), as
well as the main learning goals of Module B: examine the unique features of a text and explore how
meaning is shaped (Simpson & Dixon, 2012). In designing lessons that were focused on meeting
these learning goals, I centered my sequence on analysing, and responding to, the characters,
motifs, themes, and main ideas of the text. The teaching and learning strategies included in this
sequence are those that allow students to attain the highest educational standards, as they have been
named quality teaching elements, and sit within the three dimensions of pedagogy: intellectual
quality, quality learning environment, and significance (Department of Education and Training,
2003). The most prominent elements used in this sequence are Background knowledge,
Engagement, Inclusivity, Higher order thinking, Substantive communication, and Deep
understanding. These elements, when used interdependently, allow students to partake in a
rewarding English experience. As well as the inclusion of quality teaching elements, teaching and
learning strategies to accommodate diverse learners, specifically gifted and talented students, have
also been included. Giftedandtalentedstudentsaredefinedasthosethatdemonstrateexceptional
abilities,andwhoareworkingsignificantlyaheadoftheirpeers(Goodhew,2009).StrategiesIhave
usedtoaccommodateforthesestudentsincludeprovidingmoreenrichingopportunitiesthatextend
beyondthecurriculum(throughtheinclusionofextensiontasks),offeringchoicetostudentsintheir
learning,usinghigherlevelquestions,andhavinghighexpectations(Goodhew,2009).Inaddition,
theinclusionofindependent tasks benefits gifted and talented students, as they are significantly
more likely to prefer independent study. Furthermore, the inclusion of technology also allows these
students to reach the appropriate depth and breadth of curriculum and advanced product
opportunities (Rogers, 2007).
I believe I have been successful in designing a learning sequence that provides students in HSC
Advanced English with a quality education, which addresses that syllabus objectives, outcomes, and
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content. Through this sequence, students have developed their understanding of the ways in which
language forms, features, and structures shape meaning, have engaged with the text and articulated
informed critical and personal responses, and have analysed information to asses the effectiveness
of the text. By partaking in these learning experiences, students are able to meet outcomes 3, 4, 6, 8,
9, and 10 of the HSC Stage 6 English (Advanced) Syllabus (NSW Board of Studies, 2009).
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References: Part 2
Brady, L., & Kennedy, K. (2012). Assessment and reporting: Celebrating student achievement (4th
ed.). Frenchs Forest, NSW: Pearson Australia.
Department of Education and Training. (2003). Quality teaching in NSW public schools: Discussion
paper. Sydney: Author.
Eastman, J. (2014). Checkpoints VCE Text Guides: Cloudstreet by Tim Winton. Port Melbourne,
VIC: Cambridge University Press.
Goodhew, G. (2009). Meeting the Needs of Gifted and Talented Students. London: Continuum
International Publishing Group.
NSW Board of Studies. (2009). Assessment and Reporting in English (Advanced) Stage 6. Sydney:
Author.
NSW Board of Studies. (2009). English Stage 6 Syllabus. Sydney: Author.
NSW Board of Studies, Teaching and Educational Standards. (2014). English stage 6 prescriptions:
Area of study, electives and texts HSC Prescriptions 2015-20. Sydney: Author.
Rogers, K.B. (2007). Lessons Learned About Educating the Gifted and Talented: A Synthesis of the
Research on Educational Practice. Gifted Child Quarterly 51(4), 382-396.
Rutherford, S. (2001). Cloudstreet by Tim Winton. Glebe, NSW: Pascal Press.
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Simpson, D. & Dixon, M. (2012). Approaching the HSC for the first time: Advanced and Standard.
Metaphor: No. 1, 54-60. Retrieved from
http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=709328192062168;res=IELHSS
Victoria Department of Education & Training. (2013). Diagnostic Assessment. Retrieved from
http://www.education.vic.gov.au/school/principals/participation/Pages/reengagediagnostic.asp
x
Winton, T. (1991). Cloudtreet. Camberwell, VIC: Penguin Group Australia.
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& Justification Essay

Stage 6 Unit Program

Stage 6 Unit Program

EML442: Curriculum Method 2: English

Stage 6 Unit Program

EML442: Curriculum Method 2: English

Stage 6 Unit Program & Justification Essay

Part 1: Stage 6 English Two-Week Unit Plan

EML442: Curriculum Method 2: English

Stage 6 Unit Program & Justification Essay

Lesson #1: Lesson Plan

Students will develop skills in effective

Outcome 8: A student articulates and represents

EML442: Curriculum Method 2: English

Outcome 6 - Students achieve this outcome by:

Stage 6 Unit Program & Justification Essay

Body (Exploration/ Transformation/ Presentation)

Stage 6 Unit Program & Justification Essay

EML442: Curriculum Method 2: English

Stage 6 Unit Program & Justification Essay

Return the tables to their standard configuration. Hold

EML442: Curriculum Method 2: English

Stage 6 Unit Program & Justification Essay

through a piece. When sharing their ideas, ask students

ICT Based strategy:

EML442: Curriculum Method 2: English

Stage 6 Unit Program

Character Representation Task

Create a piece that represents a character from Cloudstreet.

Modes to present task:

Analysis and understanding of the character

Response and supporting paragraph/s:

Evidence used from the text to support the piece

EML442: Curriculum Method 2: English

Stage 6 Unit Program & Justification Essay

The written section

The student has an

The student has a

The student has sound

The student has a basic

The student has an

The student has an

The student has a

The student has sound

The student has a basic

The student has an

The student has extensive

The student has a

The student has a sound

The student has a basic

The student has an

EML442: Curriculum Method 2: English

Stage 6 Unit Program & Justification Essay

#2: Lesson Plan

Outcome 9: A student evaluates the effectiveness

Outcome 9 - Students achieve this outcome by:

Stage 6 Unit Program & Justification Essay

Content/ Learning Experiences

refine and present ideas

Showcase Australia [User name]. (2011, March 29).

EML442: Curriculum Method 2: English

viewing the trailer