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Subject/Course: English
Grade(s): 10
Overview
Unit Duration: 4 weeks, 4 lessons per week (2 single lessons and 1 double
lesson), 45 minute lessons.
This unit focuses on both text analysis and text production. The students will
primarily analyse the text John Brown, Rose and the Midnight Cat by Jenny
Wagner and Ron Brooks. However, snippets of various picture books will be
incorporated into the lessons for the purpose of expanding the students
knowledge and understanding of the subject matter at hand.
Teaching with picture books is ideal in schools with little funding as not all
students will need their own copy. The plot is so short that they can read it in
class and remember the central thematic concerns (Watson, 2004.) In todays
world students more often than not come across literature that pairs images
with words. Picture books, such as John Brown, Rose and the Midnight Cat, are
sophisticated products that incorporate various illustrative and literary
elements (Derouet, 2010.) Teaching a unit with a picture book also allows those
who may struggle with their reading to engage with the text, yet also allows for
those advanced students to find deeper understandings within the literary
piece.
Using their knowledge gained from text analysis, students will be able to
confidently and effectively produce responses to the text and follow narrative
conventions when producing texts of this kind.
Consider the use of setting and the way it can influence a text
Consider the way the author and illustrator of the text have used images
and language techniques to influence a readers experience of the text
TEXT PRODUCTION
Students responses to the text can be in written, oral or multimodal form. In
developing these responses students will be able to:
Display their understanding of how multiple elements of a text work
together to construct meaning
Support their conclusions with direct evidence from the set text
Employ an appropriate prose, level of fluency, structure and style
relevant for their purpose and target audience
STUDENTS WILL MEET THE FOLLOWING YEAR 10 ACARA CAPABILITIES:
ACELA 1564: Understand how language can have inclusive and exclusive
effects, and can empower or disempower people.
ACELT 1642: Identify, explain and discuss how narrative viewpoint,
structure, characterization and devices including analogy and satire
shape different interpretations and responses to a text.
ACELY 1813: Use organization patterns, voice and language conventions
to present a point of view on a subject, speaking clearly, coherently and
with effect, using logic, imagery and rhetorical devices to engage
audiences.
ACELY 1751: Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements to influence a
course of action.
ACELY 1757: Review, edit and refine students own and others texts for
control of content, organisation, sentence structure, vocabulary, and/or
visual features to achieve particular purposes and effects.
Understandings:
Essential Questions:
Students will understand that
Why do authors choose symbols
TOPICAL UNDERSTANDINGS
and
metaphors
to
convey
Doing what is best for your loved
meaning within their narratives?
ones may not always be the
Do
they
always
do
this
easiest thing for you.
intentionally?
True love in unselfish.
Why is it important to consider
Relationships
are
the
numerous different elements
cornerstone of nearly everything
when creating a literary piece?
we do.
How do narrative conventions
Acceptance in the name of those
effect the development of a
your love is paramount for
story?
healthy relationships.
The Midnight Cat is a symbol of
What parallels can be drawn
death.
between the themes conveyed
ENDURING UNDERSTANDINGS
in picture books and what you
Authors employ a variety of
face on a day to day basis?
techniques to shape a readers
response.
Literature is developed for a
variety of purposes and presents
us with complex experiences by
conveying various messages.
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Construct
a
text
that
recognises
and
applies
literary conventions of the
genre.
Taking on the role of the characters in John Brown, Rose and the
Midnight Cat, write a series of letters to and from the various characters
in the book.
Each assessment piece will require a small presentation to the class explaining
what the student did and why.
Key Criteria:
Knowledge and understanding of the ideas, values and beliefs explored in
the text. ACELT 1642
Knowledge of how symbols and metaphors are used to convey meaning.
ACELA 1642, ACELA 1564
The use of a range of language skills that are appropriate for the target
audiences, as well as creative. ACELA 1564
The use of evidence from the text to support conclusions. ACELY 1757
The ability to analyse texts and produce responses and opinions about
the text. ACELY 1757, ACELT 1642, ACELA 1564
The use of appropriate style and structure for target audience of
response task. ACELA 1564, ACELT 1642
Accuracy, clarity and fluency of expression. ACELY 1751, ACELY 1813
Other Evidence:
Students notes taken throughout the unit.
Analysis of unit evaluation questionnaires.
Participation in group and class discussions.
Participation in Facebook character development task.
Observation of students work throughout class time used to work on
assessment pieces. The focus of this observation will be on how well a
students knowledge and understanding is progressing, their ability to
critically assess their own work through drafting and editing, the
students ability to use agency and stay engaged with the task, the
students ability to demonstrate originality and creativity throughout the
planning process. This will be a continuous observation of progress that
will run throughout the unit and be used as a means of formative
4
assessment.
as: What does you symbol typically mean? Where do you see it? What
does the use of colour imply? Who would recognise this symbol?
= (10 Minutes)
Introduce John Brown, Rose and the Midnight Cat:
Hand out copies of the book to the students. One copy between 3
students.
Read the book out loud, ask students to follow along with the reading.
= (10 Minutes)
Symbols in John Brown, Rose and the Midnight Cat:
Split students in to groups of four. Randomly number students off to do
this.
Place each group on the floor with a sheet of butchers paper.
Students identify symbols in John Brown, Rose and the Midnight Cat. To
be done in silence.
These sheets are pinned up on the wall in the classroom so students can
view them throughout the unit and add to them whenever they like.
= (5 Minutes)
Book Covers/Homework Task:
Students go to pile of picture books the teacher/librarian has collected for
them. Students choose one book, based on which cover they find the
most appealing.
Students take notes on what they find appealing about the cover. What
symbols are used? What colours have been used? How well does the
cover reflect the story?
Students are to take home their pad with the story the class developed
and draw one A4 picture that best demonstrates the central themes of
the story. Students are to imagine that this picture will be placed on the
published version of their story as a book cover. Ask them to consider the
specific colours they may use, symbols, etc. They must think about why
they are choosing to draw specific things to represent their story.
Students must consider the book covers they looked at in class and how
that influences their own cover.
= (10 Minutes)
Week One Lesson Three (Single Lesson):
Sharing of homework activity:
Group students in a circle on the floor.
Students share their homework activity with the class.
= (5 Minutes)
CHARCTER DEVELOPMENT:
*Select some book covers that have characters from the stories on the front of
them ahead of time. Print these (Appendix 1.D) Show them to students and
ask them to consider what this says about the importance of the characters to
the overall plot. Assist students in identification of the protagonist and
antagonist within the plot. This will contextualise the character development
part of the unit.
Class in groups of four. Group in accordance to personal preference of
literary genre. Getting to know students also creates relationships for
learning.
7
Resources
ACARA, (2012). My School,
http://www.myschool.edu.au/SchoolProfile/Index/68163/MountBarkerHighSchool/49466
/2012 [Viewed 16/06/2013]
ACARA, (2013). The Australian Curriculum: Englsih,
http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?
type=0&a=E&l=10&e=0&e=1&e=2&e=3&e=4&e=5&e=7&e=8&e=9 [Viewed
16/06/2013]
Australian Government, Department of Broadband, Communication and the Digital
Economy, (2013). Tips for Socialising Online,
http://www.dbcde.gov.au/easyguide/socialising_online [Viewed 16/06/2013]
Derouet, L. (2010). Using picture books in the middle years classrooms. Literacy in
Middle Years, 18(1), i-xi.
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Appendix
1.A
FRUIT SALAD
14
Appendix
1.B
PAPERMAN
Characters:
Setting:
Plot Outline:
Symbols:
Why do you think the film is primarily in black and white?
15
Appendix
1.C
SYMBOLS
16
Appendix
1.D
BOOK COVER
EXAMPLES
17
Appendix
2.A
CHARACTER
DEVELOPMENT
Characters are the people, personified animals, aliens or objects in the story. A
character can be anything you want, as long as it can captivate the reader.
Lifted is a funny example of how aliens can be used as characters. Have a look!
http://www.youtube.com/watch?v=pY1_HrhwaXU
Often the character is the most important part of a story because the plot is centred
on a character, or groups of characters, actions.
In the case of John Brown, Rose and the Midnight Cat the story is centred around 3
main characters.
The development of a character and the readers ability to relate to them will affect
the readers experience of the narrative.
Characters develop in the following ways:
Appearance: Authors, or illustrators, provide some physical description of
characters when they are introduced, including: facial features, body shapes,
dress habits, mannerisms.
Action: Seeing what a character does is an effective way for a reader to get to
know him or her. A characters actions are the driving force of the plot.
Dialogue: What characters say and how they say it is important.
Monologues: Often, authors will provide a reader with an insight to their
characters thoughts by writing about what they are feeling. The monologue
may be first person, or a third person observation.
Consider how the development of all of these factors has influenced your experience
of John Brown, Rose and the Midnight Cat.
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Appendix
3.A
Picture:
CHARACTER PROFILE
Appendix
3.A
Name:
Age:
Physical Description:
Feelings towards
Rose:
John Brown:
19
Appendix
3.B
20
Appendix
4.A
Look after each other online talk with your family and friends about how
to be cybersafe.
Download the Government'sCybersafety Help Button. The Help Button
provides internet users, particularly children, with easy online access to
cybersafety information and assistance available in Australia.
Think before you post! Posting personal information including photos
may seem harmless but could put people at risk. Once it's online, it's
really hard to take down.
Keep your passwords secret. To make your password really hard to hack
make sure it includes numbers and symbols, and change it often.Visit
Stay Smart Online for more information.
Smartphones can pinpoint your exact location and publish this online.
Think carefully before you check in and tell the world where you are.
Learn more at Cybersmart's Geolocaters page.
Check if the site has an age limit or rating. Some have age limits to
protect you from inappropriate content. Parents can check
outCybersmarts infographic for handy tips on pre-teens that want to join
social networking sites.
Use the Cybersafety Help Button to report cyberbullying and
inappropriate content directly to social media sites, the ACMA or the
Australian Federal Police.
Use the privacy settings to control who can see your personal
information. You can also use a site's settings to block users who make
you feel uncomfortable.
There is no such thing as safe sexting. You could be breaking the law if
you send, receive or forward these types of pictures. Learn more
atCybersmart's Sexting page.
Tribute pages dedicated to the memory of a friend or loved one need to
be carefully monitored it can be very upsetting if people make
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22
Appendix
5.A
To:
Message:
Hey! How are you? Look, I was wondering if you could help me with something? I know
we just met and it is a big ask, but I have given you a few options. Just let me know
how you want to help. Id really appreciate it.
Option 1: Puffin Books have been hassling us to bring out a sequel of John Brown,
Rose and the Midnight Cat. It seems as though people cant get enough of us! We,
however, are a little bit tired of telling our story. Weve spoken to the CEO at the
publishing house and they said that they wouldnt mind a different story all together,
they just want something to sell!!
Could you please help me out by creating a picture book of your own? Make is
something that grapples with the social and topical themes faced by you and your
peers. That kind of stuff really gets royalties rolling in!! You can use any kind of artistic
medium you like to illustrate the book. The readers out there want something fresh! So
be creative!
You might like to consider making your picture book into an eBook with animation and
voice overs. I know that the public really enjoy that these days!
Option 2: We have been trying to get John Brown, Rose and the Midnight Cat made in
to a movie for years!! It has been a long hard road, but we finally have a meeting with
Pixar next week. Can you put together a pitch and present it to the board? We really
need to win them over. They will need to see story boards that detail the artistic
direction you want to take. They will want to know what actors you have in mind to play
us. Consider where you would have the film set too. Dont worry, we wont be offended
if you want to change the plot, but be sure to explain why. Oh and dont forget to let
them know how much funding you want for this film! It is very important. Pixar want to
know everything. If you have any questions about the pitch ask your teacher, they will
know what to include. This is a very creative company, they value originality. Please
remember to be professional! There is a lot on the line! I really want to walk the red
carpet at my own movie premier! (Keep an eye on your Facebook event invitations.)
Option 3: Due to the success of John Brown, Rose and the Midnight Cat an author is
currently writing my biography (how exciting!!) During the time of my life detailed in
the plot of John Brown, Rose and the Midnight Cat the three of us wrote letters to each
other about what was going on. The author of my biography caught wind of this and
wants to see the letters. The only thing is that in all the moving I have done over the
years I have lost them. Now I am afraid that the author will pull out if I tell them. Can
you write some fake letters for me so I can send them off to the author? Consider
everything you know about us and write the letters. There should be one to every one
of us, and from every one of us. Ill let you decide who you think should write to who, I
dont want to be too pushy. The original letters were 200 words each. Present one of
Appendix
the letters to your class, I want to make sure they sound authentic.
6.A
ASSESSMENT RUBRIC
If you have any questions about this ask your teacher. We have been in contact on a
regular basis and they know everything there is to know about what I am asking you
23 to
do.
The choice is yours. You can do any of these things for me, I dont mind which. You are
Marking Criteria
Excellent
17 20
Very Good
14 16
Advanced
application of
criteria. Evidence
of extensive
drafting. Little to
no errors.
Good
application of
criteria.
Evidence of
drafting. Few
errors.
Satisfacto
ry
11 13
Sound
application of
criteria. Some
evidence of
drafting. Minor
errors present.
Needs
More
Work
10 below
High
application of
criteria
needed. More
drafting
required to
minimise
errors.
Understanding:
Demonstrates
knowledge and
understanding of
the ideas, values
and beliefs
explored in the
text
Shows a sound
knowledge of how
symbols and
metaphors are
used to convey
meaning
ACELA 1564
Application:
Uses a range of
language skills
that are
appropriate for the
target audiences,
as well as creative
Uses evidence
from the text to
support
conclusions
ACELT 1642, ACELY
1813
Evaluation:
Demonstrates the
ability to analyse
texts and produce
responses and
opinions about the
text
The final piece is
creative and shows
an application to
developing original
work
ACELY 1751
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Communication:
An appropriate
style and structure
for target audience
is used
Accuracy, clarity
and fluency of
expression
ACELY 1757
Feedback:
Appendix
DETAILED
EXAMINATION:
ELEMENTS OF A
NARRATIVE
Total Grade:
/20
Atmosphere: Provide a clear atmosphere for your narrative through your description
and language techniques. Make sure that the reader of your narrative can experience
the emotion of your narrative.
Conflict: This is referred to as the struggle between two opposing forces in your story.
The main purpose of conflict is to provide interest and suspense. There are various
kinds of conflict. They are usually described as the following:
A
A
A
A
Characters:
The protagonist is the main character throughout the novel. There can be more than
one main character in your story if you wish. Be sure to include physical descriptions
and information regarding your main characters personality and values. Your readers
should be able to identify strongly with your protagonist.
The antagonist is the corresponding person, animal or object to the main character
and is usually the main source of conflict. This person could be bad or evil but they
dont have to be. They just need to challenge your protagonist in a significant way.
Symbolism: A symbol is an image, idea or word that represents something greater
than itself.
Theme: The theme is the central idea of the story. This focuses around the message
that the author is trying to convey. Themes usually centre around life, society or
human nature.
25
Context: The context of your story includes the conditions, social and historical
background, time and place surrounding a specific situation.
Appendix
7.B
TEXT PRODUCTION:
NARRATIVE
Did you know? The purpose of a narrative is to entertain or inform your audience,
whether they be readers or active listeners of your story.
Language Features:
Use powerful descriptive words that captivate the attention of your target
audience.
Incorporate the five senses into your narrative.
Verbs are used to relate the action that occurs in the narrative. For example, He
sobbed in his mothers arms.
Incorporate characters names. For example, Gollum or Edward Cullen.
Descriptive words about your characters and events. For example, Dudley, who
was so large his bottom drooped over either side of the kitchen chair, grinned at
Harry (J.K Rowling)
Structure:
Orientation: As the writer you will need to give your audience information
about the characters in your story, when and where the action takes place.
Complication: A complication is an event that occurs and has a negative effect
on your characters lives. Complications build tension and intrigue in the story.
There can be more than one complication in a story.
Evaluation: This is your characters reaction to the complication. Characters
express their thoughts and feelings directly through speech or indirectly through
action.
Resolution: This is the solution to the problem faced by your characters.
Coda: A coda is the lesson that can be learnt from the story. Codas are
generally used in Dreamtime stories or fairy tales.
26
Appendix
7.C
DETAILED EXAMINATION:
ELEMENTS OF A
NARRATIVE
Setting: The setting refers to the time and place in which the story takes place. There
are several components that are necessary to creating an engaging setting.
Place: This usually refers to the physical, environmental or geographical location of
the story. Your story may move from one place to another. It could move from room to
room in a haunted house, or from one country to another. For example your story may
begin in a specific city in America such as New York, but throughout the course of the
story the characters may find themselves in other cities such as Las Vegas or Miami.
Maybe your story even takes place on the moon. The possibilities are endless.
Time: This refers to the period that your story is set in. Your story could be set in the
past, present or future. It is also important to consider such things as the season,
month and even time of day. You could choose a specific era to base your narrative
around. You could write a story about a 1950s house wife, or a pirate in the 1800s.
Dont be afraid to be creative and explore various eras.
Climate/Weather: This aspect of the narrative can be important to the plot. Maybe
your story begins in the middle of a natural disaster. This will be significant to the
climax and resolution of your story. The weather may also be used as a tool to reflect
emotional states of your characters.
When deciding on a setting it is important to consider the impact that this
will have on your characters, themes and plot development.
27
Place:
PLANNING YOUR
SETTING
Time:
Place:
Appendix
7.D
THE NARRATOR
The narrator is the story teller. They describe the events that take place in your
narrative. A narrator can be first person, second person or third person.
A first person narrator:
I, me, we, us (speaking)
He or she only knows what is happening in the story if it directly affects them.
Examples of this include diaries, autobiographies and epistolary narratives
A second person narrator:
Narrator directly speaks to the reader
This form of narration is often used in instructional writing such as recipes and
manuals
A third person narrator:
He, she, him, her, they, them
An omniscient third person narrator knows all the details, not just what is
happening to the protagonist but also what is happening to the minor
characters in the novel. A third person narrator allows a wider perspective of the
plot to be told.
The majority of novels will employ a third person narrator
Point of View: Writers will always choose to tell a story from the perspective of a
particular character. This is usually the main character. Be careful to ensure that you
consider whose point of view you choose to portray and the impact this will have on
your audience and their perception of your story. In any situation people will have a
different point of view on what has happened, this is the same for your characters.
29
Appendix
7.E
Name:
Gender:
Age:
Hobbies:
Favourite food/colour/movie:
30
Appendix
#LETSDOTHISAGAIN
What was your favourite part of this unit?
31