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Assignment 1
Abstract
This report presents recommended changes to the Auburn Girls High School, Stage 4, Year
The unit has been evaluated based on its development of critical and creative thinking,
use of pedagogical models for teaching literacy, and ethical understanding, and its age
appropriateness of teaching and learning materials. This analysis has been completed with
been made with reference to the Australian Curriculum (ACARA, 2011) General Capabilities.
Discussion and justification of these changes is provided with respect to relevant, academic
literature.
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Contents
Abstract .......................................................................................................................... 1
Contents......................................................................................................................... 2
Executive Summary....................................................................................................... 3
Introduction - Objective & Context ............................................................................ 3
Goals .......................................................................................................................... 4
Recommendations ..................................................................................................... 4
Comparative Table of Changes .................................................................................... 5
Academic Justification ................................................................................................... 7
Contextual Redesigned Unit of Work .......................................................................... 11
Scope & Sequence .................................................................................................. 12
Concept Map – The Story Teller ............................................................................. 13
Assessment.............................................................................................................. 14
Task ...................................................................................................................... 14
Marking Criteria ................................................................................................ 15
Unit Outline .............................................................................................................. 16
References................................................................................................................... 24
Appendices – Original Documents.............................................................................. 27
I – Original Scope & Sequence ............................................................................... 28
II – Original Assessment Summary ......................................................................... 29
III – Original Assessment Task ................................................................................ 30
IV - Original Unit Outline .......................................................................................... 32
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Executive Summary
Introduction - Objective & Context
The objective of this report is to evaluate and propose modifications to the Auburn Girls High
School (AGHS) Stage 4, Year 8 English Unit Novel & Short Stories: Storytelling (the Unit)
(AGHS, 2017).
The Unit, currently seeks to examines technical, literary elements associated with
novels and short stories through the concept of ‘storytelling,’ the Unit. Students study language
in an in-depth novel study, supplemented with a range of short stories. Specific focus areas
for students include an examination of the text conventions, narrative voice, and language
techniques, of the selected novel and short stories, and an investigation of how meaning is
This evaluation has been conducted to improve student outcomes in the Australian
(ACARA, 2011). The Unit has been evaluated with reference to Wiggins & McTighe’s (2005)
Understanding by Design (UbD) Framework, and UbD principles have been incorporated into
the re-development of the Unit. The evaluation identified scope for modifications relating to
and engagement. Modifications were informed by the constructivist approach of inquiry based
learning and the following ‘Academic Justification’ (pg. 6), provides a discussion of each
modification including an identification of why and how the modification was made.
AGHS’s contextual factors were also considered in the development of this report.
AGHS is a partially selective, single sex girls high school on the edge of Sydney’s middle
value at 933 in 2017 (Average, 1000), with 82% of students were in the bottom half of relative
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disadvantage statistics (ACARA, 2017). In 2017, of the 786 students, 99% reported a
To address the demographic challenges faced by AGHS, the school has recently
adopted a whole school literacy and numeracy policy. Significantly for the English Faculty is
data indicates the positive effect of these. While NAPLAN data indicates that average student
performance remains below state average, student gain results indicate an above average
improvement of students with the same starting scores, with results improving between recent
reporting periods (ACARA, 2017). As such, the proposed modifications identified in this report
have been designed to supplement, not replace, these whole school initiatives.
Goals
This report set out the following goals:
o Literacy
o Numeracy
• Implement improvements to the unit, utilising UbD and an inquiry based learning
approach
Recommendations
Recommendations are detailed in the following ‘Comparative table of changes.’
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Collaborative learning activities embedded in unit Children learn through meaningful social 1.2, 2.1,
Collaborative outline in weeks 2-7 via ‘The Novel’s Events - Numeracy/Personal interactions with knowledgeable adults or 2.2, 3.3,
Learning Sequenced’. Social Capabilities peers (Tucker, 2008) 3.5
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UbD based outcomes and assessment included in Identification of need to first considering 2.3, 3.1
Unit outline. what the learner will need in order to 5.1, 5.3
accomplish the learning goals’ (Wiggins &
Summative Assessment task rewritten in line with McTighe, 2005) 2.3, 5.1,
UbD framework 5.2, 5.3
3 Stages of backwards design: 1. Identify
Assessment Faculty-wide lesson planning implemented with Literacy desired results. 2. Determine acceptable 3.2, 3.3,
respect to UbD – links provided to Assessment evidence. 3. Plan learning experiences and 3.4
for/to/of Learning instruction. (Wiggins & McTighe, 2005) Mean
that the learning cannot be undertaken
without the result in mind. As such,
assessment outcomes must be known.
Student engagement enhanced by re-sequencing ‘inquiry-based instruction results in significant 3.2, 4.1
program/scope & sequence to allow for greater learning gains in comparison to traditional
inquiry based learning. instruction and that disadvantaged students
benefit most from inquiry-based instructional
Student engagement enhanced by re-sequencing unit approaches’ Hmelo-Silver, Duncan, and 3.2, 4.1
to allow for greater inquiry based learning. Chinn (2007)
Clarification of Super 6+ and legacy literacy Sequencing in this way overcomes ‘coverage’ 3.3, 3.6
strategies. issues identified by Wiggins & McTighe,
Literacy/Numeracy/ (2005) whereby students can see/answer
Engagement Mapping of outcomes to term weeks. Personal Social ‘What’s the point? What’s the big idea here? 2.2
Capabilities What does this help us understand or be able
to do? To what does this relate? Why should
we learn this?’
Academic Justification
The following is a justification of the proposed modifications outlined in the ‘Comparative Table
collaborative project based learning activity with a focus on use of information and
communication technology (ICT), the inclusion of UbD based outcomes and assessment in
the Unit Outline, and revised sequencing of learning concepts within unit and of the unit within
the program. Given the modifications are underpinned by the UbD Framework, a discussion
of UbD and inquiry-based teaching will inform a subsequent identification of how the proposed
modifications operate, and justification why they are proposed. This justification identifies the
relationship between inquiry based learning, UbD, and the targeted Australian Curriculum
(ACARA, 2011) General Capabilities, literacy, numeracy and personal social development,
and provides academic literature to ensure modifications are implemented as evidence based
practice.
Wiggins and McTighe’s (2005) UbD framework is attempt to develop a best practice
pedagogy for promoting student understanding. To define their use of the terminology,
Wiggins and McTighe (2005) provide a discussion illustrating the difference between a
student’s understanding and simply memorising content, to take in and recall. Further, they
and instruction, as there exists pedagogic problems when teaching is either ‘activity-focused,’
intellectual goals are clearly defined as part of the Unit Outline and are informed by syllabus
outcomes as well as the application of the knowledge or skill. Week 1’s syllabus outcome, for
instance requires students to ‘engage personally with text’ and has been reconceived by UbD
principle to explicitly define what is being learner and how that may be demonstrated. Thus,
the outcome ‘‘students identify information in the text and make inferences regarding what
will occur in the plot,’ is linked with the assessment (demonstration of learning) ‘students
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provide a written explanation of what they think will happen to a character.’ Wiggins and
McTighe (2005) call this focus on outcome ‘backward planning.’ To ensure backwards
planning principles are applied across the faculty, scope has been provided for individual
teachers to set the UbD objectives and assessments with reference to their class text(s). The
unit outline reflects opportunities for teachers to tailor the outcomes to the text, class ability
level or any other contextual factors affecting them. This principle of including clear learning
intentions has informed all modifications throughout the Unit, as will be demonstrated.
The most significant change to the learning activities of the Unit is the inclusion of a
five-week collaborative, ICT project, where groups of students are required to build an online
wiki database of information from their study of the novel. Each week’s activities are designed
to link to the schools existing Super 6+ literacy framework and require students to actively
presentation that scaffolds the term’s assessment item (to be discussed in further detail,
alongside assessment). The activity develops literacy skills through the application of school
wide literacy strategies, as each week has a targeted strategy attached to the activity.
Numeracy is developed through the sequencing activity, where students are required to
provide a visual representation (graph) of time and events in the plot. Personal and Social
Capabilities are developed through the collaborative nature of the task, particularly actions
that require students to negotiate and synthesise their work for presentation. The oral
presentation provides opportunity for self and group reflection of this process. In surveying
research and literature on the use of ICT, Fu (2013) identifies the benefits of ICT, most
applicable being its ability to, upport student-centred and self-directed learning (Castro
Sánchez and Alemán, 2011) produce a creative learning environment (Chai, Koh and Tsai
2010), promote collaborative learning (Koc, 2005), and offer more opportunities to develop
critical (higher-order) thinking skills (Levin and Wadmany, 2006; McMahon, 2009). Further
justification for the inclusion of such an extensive ICT project is the ICT Australian Syllabus
General Capability, and Thompson’s (2015) identification of the need to further develop
McTighe’s (2005) understanding of assessment as ‘the act of determining the extent to which
the desired results are on the way to being achieved and to what extent they have been
achieved.’ As such, alterations have been made to all aspects of assessment. Given AGHS
uses an assessment for/as/of learning protocol across the school, this has not been changed,
however UbD has been applied to specific instances of formative and summative assessment.
Formative assessment has been brought into the UbD framework by clearly stating the
understanding intentions. Summative assessment has been sequenced in line with the shift
of the novel unit from Term 2 to Term 1 (explained in more detail below). The summative
assessment for the Unit is thus an oral presentation, not the half yearly reading and writing
exam. The oral presentation is scaffolded through the collaborative project and fits with the
school’s existing assessment for learning model. The feedback provided for this task has clear
links to content, outcomes and the unit’s summative assessment. Regarding assessment for
learning, Andrade and Brookhart (2016) identify improved student performance through goal
setting, and progress monitoring. While theoretical arguments, and empirical justification has
been made for such, (Nicol and Macfarlane-Dick 2006; Hattie and Timperley, 2007)
(Panadero, Jonsson & Strijbos, 2016). Self-regulation is foundational to inquiry based learning
(Maaß & Artigue, 2013). By designing learning that allows for greater self-regulations, students
will benefit more from the resequencing of units within the program, and topics within the unit.
intentional and explicit learning outcomes. Modifications have been made to the program, by
placing the unit as the first unit undertaken, and within the unit, by flipping the analysis of
theme and narrative voice. These changes allowed for a greater focus on inquiry learning. The
modification allows students to explore questions of ‘who’ is saying before ‘what’ is said. Within
the sequence of the program, the focus on ‘voice’ and ‘theme’ in the novel unit, will better
prepare students to analyse voice and theme in media in Term 2. Within the unit, the same
principle may be applied with an exploration of voice allowing students to demonstrate UbD
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based outcomes and then build to the complexity of analysing theme – by which point they
have practiced and demonstrated the ability to combine multiple information streams. The final
week’s preparation for representing and reflection task is thus an opportunity for students to
further monitor their comprehension, and further allows the assessment task to have greater
meaning within the UbD framework. The sequencing of learning outcomes to specific weeks
further allows for teachers to monitor students’ progress against timed targets, allowing for
The modifications made to the AGHS Year 8 English Unit Novel & Short Stories:
Storytelling and the wider year 8 program have been based on an evaluation of the existing
program and unit using Wiggins and McTighe’s (2005) UbD framework. This framework places
student understanding at its centre and requires explicit intellectual/learning outcomes defined
for students, allowing teachers to develop an inquiry based pedagogic practice. In this case,
the focus of developing such as practice has been placed on literacy, numeracy and personal
social capabilities. This will be achieved by altering the sequence of learning, ensuring that
students understand and can apply learning outcomes, by providing formative and summative
assessments in line with defined learning outcomes, allowing students to demonstrate their
ICT and providing students with opportunities to construct their own learning. These
modifications build on existing school strategies, such as Super 6+ literacy, and provide a
• Significant alterations to the original have been highlighted and are specifically
• Please note the changes in formatting, of the Unit Outline, to accommodate UbD
framework considerations.
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Assessment
Task
Discuss how language techniques affect voice and theme in relation to a text you have
studied.
On the day the assessment is due everyone must hand in a written copy of her speech.
Note: If you are absent on the due date of an assessment task, you must bring a
medical certificate to the Head Teacher to explain your absence and be prepared to sit
the examination/alternate examination on the first day you return to school. Missed
assessment tasks, without valid documentation, will be awarded zero marks and the issue
of an N-Warning letter to your parents.
Marking Criteria
• Presents a speech with coherence, control and complete arguments which are well A
developed. Introduction has a clear position statement and body with detailed supporting 17 - 20
evidence and a conclusion.
• Speech contains sustained and effective use of language, at least 3 – 4 techniques, as
evidence. This evidence is used appropriately and appeals to the listener.
• Provides extensive, detailed knowledge and insightful understanding of their chosen
topic.
• Utilises excellent speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is within the set timeframe.
• Presents a speech with well-developed arguments. Introduction has a clear position B
statement and body with detailed supporting evidence and a conclusion. 13 - 16
• Speech uses effective language techniques, at least 2 - 3 techniques, as evidence.
These devices are used appropriately and appeal to the listener.
• Provides detailed knowledge and insightful understanding of their chosen topic.
• Utilises well-developed speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is within the set timeframe.
• Presents a speech with developed arguments. Contains an introduction with a C
developing statement and body with supporting evidence and a conclusion. 9 - 12
• Speech uses some language techniques, at least 1 – 2 devices, as evidence.
• Provides detailed knowledge of their chosen topic.
• Utilises some speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is over/under time frame by thirty seconds.
• Presents a speech with limited arguments. May contain an introduction, body with limited D
evidence and a conclusion. 4- 8
• Speech uses limited evidence..
• Provides limited knowledge of their chosen topic.
• Limited speaking devices; limited eye contact, minimal facial expressions, stance,
irregular pace, monotonic tone and limited volume.
• Speech is over/under time frame by a minute
• Presents a speech with little to no argument. May contain some features of a discussion E
text structure. 0 – 3.5
• Speech uses little to no evidence.
• Provides basic knowledge of their chosen topic.
• Basic speaking devices; basic eye contact, minimal facial expressions, stance, irregular
pace, monotonic tone and limited volume.
• Speech does not meet the time frame.
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Unit Outline
Modifications marked in red.
Year 8 English
Novel and short stories: Storytelling
Unit Overview
This unit focuses on the study of the concept ‘storytelling’ and elements associated with novels and short stories. Students will study language techniques
needed to compose a sophisticated and creative narrative/short story. Students will engage in an in-depth novel study supplemented with a range of short
stories. Students will examine the text conventions, narrative voice, and language techniques and how the author creates meaning through language.
make literacy looking at the front will mean for the direction Computer lab
inferences involved in book cover and the the novel takes.
regarding what the design of visual literature
will occur in the the book used to create it.
plot. cover. Close reading of
the first page
Create an acrostic
poem out of the
title.
Group Project:
Students work in
groups for 5 weeks
to develop a wiki
database of their
learning activities
and understanding
of the novel
Week 2 - Reading the novel
E4-1A – Students Teacher- Questioning – as Character profiles are Create own plot diagram. Novel
develop complete a guided the novel is read complete and detailed. Look up difficult words Teacher
and apply character assistance - questions on each independently. developed
knowledge profile of a eg reading chapter are to be questions/activities
character in the the novel out completed and the Read the novel and answer Computer lab
novel. These loud and answers checked. the set questions
EN4-3B – Student developed
are combined helping with Questions can vary independently.
engage online tools
on the group the answers from thin to thick
personally database. to questions ones.
with text set. Key Vocabulary –
as difficult words
are encountered,
words are
explained and
added to a
vocabulary list.
EN4-8D –
respond to
and
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compose
text
Week 3 - Reading the novel
EN4-1A – Students Teacher- Summarising – Database contains Themes are identified and Novel
develop provide guided Summarise key comprehensive novel athematic summary of the Teacher
and apply individual assistance - ideas raised in the summary. novel is added to database. developed
knowledge chapter eg reading novel chapters, questions/activities
summaries, the novel out characters, plot.
these are loud and Text conventions Computer lab
EN4-3B – synthesised helping with – revise the Student developed
engage into one on the answers conventions online tools
personally database. to questions associated with
with text set. novels and apply
them to the novel
being studied plus
the concept of
‘voice’. Analyse
these ideas in
detail.
EN4-8D –
respond to
and
compose
text
Inference –
examples of
inference from the
EN4-8D –
novel and other
respond to
texts used to
and
highlight chosen
compose
social issues. Use
text
a Venn diagram to
highlight key
issues and any
overlap between
them.
Correctly
sequence events
that occurred in the
novel.
Week 5 - Group Presentations
EN4-1A – Multimedia N/A In groups, students Feedback provided N/A Novel
develop presentation present a Student developed
and apply significant online tools
knowledge contribution they
made to the
EN4-3B – database and and
engage explain challenges
personally they faced, and
with text how it helped to
group.
Explicit feedback
for students will
prepare them for
Assessment Task
EN4-8D – 1
respond to
and
compose
text
References
Auburn Girls High School (2017) Novel & Short Stories: Storytelling Unit Outline.
Unpublished.
Auburn Girls High School (2017, 3) Year 8 English Assessment Outline. Unpublished.
http://docs.acara.edu.au/resources/General_Capabilities_-_Consultation_Report_-
_December__2011.pdf
Australian Curriculum, Assessment and Reporting Authority (2017). Auburn Girls High
https://www.myschool.edu.au/school/41571.
Blessinger, P. & Carfora, J. M (ed.s) (2014) Inquiry-Based Learning for the Arts, Humanities,
and Social Sciences : A Conceptual and Practical Resource for Educators. ProQuest
Ebook Central,
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1896279.
Castro Sanchez, J. J., Chirino Aleman, E. (2011) Teachers' opinion survey on the use of ICT
http://dx.doi.org.ezproxy.uws.edu.au/10.1016/j.compedu.2010.11.005
Chai, C. S., Koh, J. H. L., Tsi, C. (2010) Facilitating Preservice Teachers' Development of
com.ezproxy.uws.edu.au/docview/851231392?accountid=36155
Fu, J. S. (2013) ICT in Education: A Critical Literature Review and Its Implications
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational
Research, 77 , 81 – 112.
Hmelo-Silver, C., Duncan, R., & Chinn, C. (2007). Scaffolding and achievement in problem
Blessinger, P. & Carfora, J. M (ed.s) (2014) Inquiry-Based Learning for the Arts,
http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=1896279.
KOÇ, M.(2005) ‘Implications of Learning Theories for Effective Technology Integration and
Laveault, D., & Allal, Linda. (Eds.) (2016). Assessment for Learning (The Enabling
Secondary School. Educational Technology & Society Vol. 12, Iss. 4: 269-281
Retrieved from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/61835092?accountid=36155
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1378&context=ecuworks2013
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Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning:
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=policyinsights
Tucker, K. (2008) Teaching and Learning early number: Mathematics through play, Open
Wiggins, G. and McTighe, J. (2005) Understanding by Design, Expanded 2nd ed. E-book.
https://www.cpet.ufl.edu/wp-content/uploads/2016/06/Understanding-by-Design-
Expanded-2nd-Edition.pdf
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Note: Each Unit of Work studied includes a grammar, literacy, ICT and numeracy focus and Journal work is a key part of each unit. It is also expected that texts that relate to the following be
studied: Indigenous, Asia and Sustainability. Students are expected to complete set homework and class tasks. These tasks may be included in outcomes appearing on reports.
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TASK 5
TASK 1 TASK 2 TASK 3 TASK 4
Assessment Weighting All Year
Term 1, Week 9 Term 2, Week 5 Term 3, Week 6 Term 4, Week 2
Component % Class Activity
Speaking Novel/Short Stories Poetry Film
Marks
Writing, Speaking,
20 10 10
Representing
Reading,
20 20
Listening, Viewing
Analysing
15 10 5
Language
Communicating
15 5 5 5
and context
Expressing views 15 5
Interpreting,
imaginative and 15 5 5 5
critical thinking
ENA: 1A, 2A, ENA: 1A, 2A,
Outcomes EN4: 1A, 5C, 6C EN4: 1A, 4B, 5C EN4: 1A, 3B, 4C
3B 3B, 4, B, 6C, 9C
Outcome descriptions will be outlined in detail on each assessment task.
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EN4 2A: effectively uses a widening range of processes, skills, strategies and knowledge
for responding to and composing texts in different media and technologies
EN4 5C: thinks imaginatively, creatively, interpretively and critically about information,
ideas and arguments to respond to and compose texts
EN4-6C identifies and explains connections between and among texts
EN4-7D demonstrates understanding of how texts can express aspects of their broadening
world
and their relationships within it
On the day the assessment is due everyone must hand in a written copy of her
speech.
Note: If you are absent on the due date of an assessment task, you must bring a
medical certificate to the Head Teacher to explain your absence and be prepared to sit
the examination/alternate examination on the first day you return to school. Missed
assessment tasks, without valid documentation, will be awarded zero marks and the issue
of an N-Warning letter to your parents.
• Presents a speech with coherence, control and complete arguments which are well A
developed. Introduction has a clear position statement and body with detailed supporting 17 - 20
evidence and a conclusion.
• Speech uses sustained and effective use of persuasive devices, at least 3 – 4 devices.
These devices are used appropriately and appeal to the listener.
• Provides extensive, detailed knowledge and insightful understanding of their chosen
topic.
• Utilises excellent speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is within the set timeframe.
• Presents a speech with well-developed arguments. Introduction has a clear position B
statement and body with detailed supporting evidence and a conclusion. 13 - 16
• Speech uses effective persuasive devices, at least 2 - 3 devices. These devices are
used appropriately and appeal to the listener.
• Provides detailed knowledge and insightful understanding of their chosen topic.
• Utilises well-developed speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is within the set timeframe.
• Presents a speech with developed arguments. Contains an introduction with a C
developing statement and body with supporting evidence and a conclusion. 9 - 12
• Speech uses some persuasive devices, at least 1 – 2 devices.
• Provides detailed knowledge of their chosen topic.
• Utilises some speaking devices including; eye contact, facial expressions, hand
gestures, stance, pace, tone and volume.
• Speech is over/under time frame by thirty seconds.
• Presents a speech with limited arguments. May contain an introduction, body with limited D
evidence and a conclusion. 4- 8
• Speech uses limited persuasive devices.
• Provides limited knowledge of their chosen topic.
• Limited speaking devices; limited eye contact, minimal facial expressions, stance,
irregular pace, monotonic tone and limited volume.
• Speech is over/under time frame by a minute
• Presents a speech with little to no argument. May contain some features of a persuasive E
text structure. 0 – 3.5
• Speech uses little to no persuasive devices.
• Provides basic knowledge of their chosen topic.
• Basic speaking devices; basic eye contact, minimal facial expressions, stance, irregular
pace, monotonic tone and limited volume.
• Speech does not meet the time frame.
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Assessment of learning
Outcomes
EN5-1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN5-3B: selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their
effects on meaning
EN5-4B: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts
EN5-6C: investigates the relationships between and among texts
EN5-7D: understands and evaluates the diverse ways texts can represent personal and public worlds
EN5-8D: questions, challenges and evaluates cultural assumptions in texts and their effects on meaning
EN5-9E: purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness
Resources
The novel around which the focus of the unit will be based.
Appropriate newspaper articles, songs, short stories, poems, documentaries, short films or clips from Youtube.
Purchased and original past NAPLAN papers.
KWL sheet (at end of program)
Tips for public speaking: http://www.famous-speeches-and-speech-topics.info/giving-writing-speeches/
https://www.youtube.com/user/publicspeaking12?feature=watch
Overcoming nerves: https://www.youtube.com/watch?v=mbDipVRt5aE
English Folder – Year 8 English - Novel
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