102091 Secondary Curriculum 2B.

Assessment 1

Developing a sub-unit for Stage Six English: Year 12- Advanced.

By Hannah Mahoney 17426552

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 1. This sub-unit will sit within the common module: Texts and human experiences,

focusing on year 12 Advanced. The lessons are student focused so to encourage

student control over their learning and eliciting high order thinking. The use of class

discussion, group work, independent research and a reflective journal help to

stimulate this student-centred learning mentioned above. For this reason, no explicit

resources have been used, as to encourage students to research and engage with prior

knowledge.

2. Texts to be used in this module:

a. Nineteen Eighty-Four- George Orwell (Prescribed text)

b. Beach Burial- Kenneth Slessor

c. My Hiroshima- Junko Morimoto

d. President Harry S. Truman reads prepared speech after dropping of atomic

bomb on Hiroshima, Japan during World War 2. Video clip. Criticalpast.com

1945. https://www.criticalpast.com/video/65675072459_Harry-S-

Truman_World-War-II_speech-on-atomic-bombs_seated-at-desk_cabin-of-

ship

3. Justification of texts used;

The prose fiction novel ‘Nineteen Eighty-Four’, by George Orwell is an acclaimed text used

to represent human experience. The novel is often described as demonstrating a totalitarian

dystopia, controlled by the state. Although, the novel reflects some fears and realities during

that time (1945), being WWII. Global tensions were rising, and fear of communist threat was

also high. ‘Nineteen Eighty-Four’ encapsulates some of these themes of true war culture

during WWII, although the author’s depiction of the human experience is laced with irony

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and satire, allowing the reader to feel a sense of resentment towards the consequences of war.

This novel fits the common module in many ways. It demonstrates the human experiences

and consequences of war from varying characters perspectives, while also showing the

impact on not only a society but the world. This is so as the world is broken up into zones of

influence and power. The use of irony and satire allow for students to contemplate aspects of

culture and government that seem trivial or out of place. Allowing students to question the

structure of society and cultures within themselves. Further, we are given the recount of the

aftermath of war through the point of view of a protagonist instead of media and government

influence, allowing students to make a personal connection with these experiences. It is clear

to see how ‘Nineteen Eighty-Four’ relates to the syllabus outcome: evaluates the diverse

ways texts can represent personal and public worlds and recognises how they are valued

EA12-7. Through the lens of ‘Nineteen Eighty-Four’, students have the opportunity to

challenge their views of war and understand that personal human experiences do not

necessarily demonstrate public views or stereotyped human experience depicted by society.

The second text used in this sub-unit is ‘Beach Burial’ by Kenneth Slessor. This poem is a

lament for dead soldiers who died on the shores of the Arabian Gulf. The Poem is a poignant

lesson into the waste of war and definitely speaks to themes of anti-war, death and humanity.

This contrasts with the fact that this particular battle was seen as a success during this war,

regardless of the soldiers gunned down on the beach. While war is seen to divide humanity,

Slessor reminds us that once these soldiers are buried, regardless of which side they fought

on, they were reunited in death, war and through the sand they now share. It is evident to see

how ‘Beach Burial’ fits into the common module of human experience: rather than seeing

these men as victorious hero’s, the reader feels the human experience of war, through

experiencing the limited capacity of humanity and a soldier’s ability to perish for a cause that

may not have been their own. Therefore, the poem ‘Beach Burial’ relates to the textual

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concept of representation and the content point of: representation reinforces, challenges or

may attempt to reshape values and ways of thinking. Juxtaposed to the novel ‘Nineteen

Eighty-four’ and how we see the effects of war on a society, ‘Beach burial’ demonstrates the

effects of war for the soldiers from the battle front and how at the end of the battle, both sides

a still connected to each other either through death or our shared human experience of being

human; each one made up of bone, blood and muscle. Nothing much left to separate us.

Students experience the public world and the causes and consequences of war, while also

experiencing the personal loss of life and the uniting of conflicting cultures through death.

‘My Hiroshima’ by Junko Morimoto is the representation of the atomic bomb being dropped

on Hiroshima from the perspective of a young boy. Through the use of storytelling we see the

development of this boy from childhood to adolescence and gain a feeling of connectedness

to the boys’ life story. The dropping of the atomic bomb creates widespread panic and

confusion, as innocent lives are lost. The boy questions this and watches his homeland

become a strange surrounding. This text is juxtaposed with the videoclip ‘President Harry S.

Truman reads prepared speech after dropping of atomic bomb on Hiroshima, Japan during

World War 2’. Through this speech, the responder is presented with a very different

understanding and consequences of the bombing of Hiroshima. We see the government’s

ability to attempt to speak for a collective or greater good, while ignoring the devastation of

lost lives and disillusion. The raw emotion of ‘My Hiroshima’ in contrast with the videoclip

demonstrate the textual concept content point of: the very act of representation is an act of

invention. The same event is represented extremely differently from varying points of view

and students have the ability to analyse how representations are an act of inventing.

Especially in relation to the videoclip of President Truman, who invents justifications for the

mass murder of a culture. Further, this relates to the syllabus outcome: explains and

evaluates nuanced cultural assumptions and values in texts and their effects on meaning

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EA12-8. Students identify certain values attributed to different cultures and how these values

reshape the representation of certain human experiences.

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ENGLISH LESSON PLANNING TEMPLATE- Lesson 1

Class: Stage 6- Advanced Time: 60min

Pre-service teacher’s Objectives

1. Students have an understanding of the module being studied and have had access to
looking at the module description as a class.
2. Students have an understanding of the complexities of human experiences
3. Students begin to gauge the context and human experience represented within the text
being studied.

Outcomes
Topic: Understanding Human Experiences.

Syllabus: Evaluates the diverse ways texts can represent personal and public worlds and
recognises how they are valued EA12-7

Textual concept: Representation

Content point: Representations in texts require an understanding of the differences

between the implied and actual composer and/or responder.

Materials
• Nineteen Eighty-Four- George Orwell- Penguin Edition 2003
• Texts and human experiences Module description
• Whiteboard markers
• Whiteboard
• Student workbooks

Procedures
Time Organisation Teaching/ learning activities
9:00am Sub-unit Introduce the topic of texts and human experiences to the
introduction: class. Construct a mind map on the board as a class for
Mind Map students to explain their own understandings of human
experiences and what they include. Texts inform, persuade
experiences of others and help students to recognise the
complexity of human experience across life’s and cultures.
Texts present shared public worlds but also personal worlds.
Specific examples of shared human experiences are welcome;

1. Lifecycle: birth, childhood, adolescents, adulthood,

death.
2. Milestones: Birthday, marriage, job promotion,
moving house
3. Emotions: Happy, Sad, angry, excited, love, grief, fear
4. Cultural/historic events: Earthquakes, poverty, war,
political movements
5. Everyday tasks: Eating, sleeping, daily commute, city
vs. country life.

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9:20am Understanding Provide students with a copy of the module description. Allow
the module time to analyse in pairs, highlighting key words and ideas they
description feel are central to learning in the module.
9:35am Class Discuss expectations of learning within the module as a class.
discussion See if students have any questions about the module.
9:40am Analysis of Students should have read at least the first 2 parts of Nineteen
1984. Eighty-Four by this point and have an understanding of the
context of the novel.
• As a class, turn to the first page of the novel and re-
read as a class. (A gifted and talented student may like
to do this).
• Make a connection between the mind map made at the
beginning of the lesson and the page just read. Ask
students to pick out any themes, interesting points,
shared or personal human experiences and discuss the
purpose of this as a class and as a responder.
Questions to ask;
1. How is time represented in the text? What is the effect
of this?
Time is represented through the “clock striking
thirteen”. Which in terms of our experience of time is
not something that is possible on our universal clock.
Immediately we feel that maybe this is ficticous story.
Although Winston seems to experience other things
similar to us, such as a cold day and living in a unit
block, so the responder questions the culture the
protagonist is a part of.
2. Who is ‘Big Brother’?
Big Brother seems to be a powerful and totalitarian
leader, who watches his people closely, perhaps due to
paranoia.
3. Describe the type of human experience Winston is
living through.
Winston describes the everyday mundane human
experience of climbing stairs to his flat. Although, the
lift is broken, and Winston has an injury, so the
responder questions the living conditions of Winston
and the care of the leader ‘Big Brother’. Perhaps
Winston is very poor and cannot afford to move to a
location that can accommodate his injury.
9:55am Recap Recap the learnt understanding of human experiences from
the lesson. Discuss how human experiences in Nineteen
Eighty-Four are represented.

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 Homework • Students are to start a reflective journal, which should
be written in after each class. The reason for this is for
the student and teacher to watch their understanding
develop over time. The first reflective piece should
focus on the purpose of sharing human experiences
through text drawing on what they have read in
Nineteen Eighty-Four so far and any personal
experiences.
• Continue to read the text, if not already finished.
Students should be finished the text by the following
lesson.

Evaluation/ Extension
To evaluate the outcome of the lesson group work, class discussion and informal assessment
will take place. The most important outcome for this lesson is that students have an
understanding of what human experiences are, how they relate to texts and how they can
represent personal and public worlds. For those who are gifted or talented an extension tasks
can be for those students to continue to pull out themes, language devices etc from preceding
pages and discuss how they represent human experiences and their impact on the responder.

In retrospect
In retrospect I would question that students gauged a comprehensive understanding of what
human experiences may include. With a large amount of group and class discussion I would
question if all students left with a good understanding. I would follow up with some one-on-
one discussions with students to discuss their understanding, with some informal feedback.

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Lesson 2: In this lesson students will focus on the context of ‘Nineteen Eighty-Four’. This

will include using their devices to research the context that underpins the central ideas of the

novel. It is expected that students would have read the entire novel by this point. They will be

split into groups and expected to analyse the effect of the particular context on the novel and

how these particular events in history may explain some of the ideas and themes within the

novel. Students are expected to highlight these events, their connections to the novel in terms

of codes and conventions and the effect of this representation of human experience on the

responder. This relates to the syllabus outcome seven, content point: evaluate how particular

thematic, aesthetic, generic and technological elements represent personal and public

worlds and reflect on how this influences how texts are valued. Through looking at context

and applying this context to explain aspects of the novel students explore both public and

personal worlds and the value of this informing the responder and sharing experiences of

humanity throughout time and cultures.

Lesson 3: In this lesson students will focus on ‘Nineteen Eighty-Four’ and character point of

view. Students are asked to select either the main character Winston, or another character

within the novel and discuss the point of view of this character and how they represent the

totalitarian dystopia and their human experience. After identifying this using codes and

conventions students are to relate this back to how this representation influences a reader’s

response to the human experience of the character. Students are given the option to complete

this in pairs are individually. This relates to syllabus outcome seven and the content point:

evaluate interpretations of texts that derive from different perspectives and recognise how

this influences personal composition and response. Through analysing character point of

view and its influence on human experience, students understand how personal and public

worlds can differ and not all experience this idea of the totalitarian dystopia in the same way.

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Lesson 4: In this lesson students will continue to look at ‘Nineteen Eighty-Four’ and

experiment with composition. As individuals’, students are asked to create another character

profile that could fit within the context of the novel. They are to write an imaginative piece

explaining a mundane human experience of this character which helps to demonstrate their

involvement within the context of the novel. This could include using particular language

devices, themes and social understanding to demonstrate the effect of the totalitarian dystopia

on the character. This is connected to syllabus outcome seven, content point: experiment in

own compositions with the different ways in which form, personal style, language and

content engage and position the audience (ACELR052).

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ENGLISH LESSON PLANNING TEMPLATE- Lesson 5

Class: Stage 6- Advanced Time: 60min

Pre-service teacher’s Objectives

1. Students have an understanding of how literary devices influence a reader’s response
2. Students have an understanding of how language forms, features and structures
support a particular purpose.
3. Students successfully decode the meaning of the text

Outcomes

Topic: Human experiences reinforce, challenge or may attempt to reshape values and
ways of thinking.

Syllabus: critically analyses and uses language forms, features and structures of texts
justifying appropriateness for specific purposes, audiences and contexts and evaluates their
effects on meaning EA12-3.

Textual concept: Representation

Content point: Representation reinforces, challenges or may attempt to reshape values

and ways of thinking.

Materials
‘Beach Burial’- Kenneth Slessor
Whiteboard
Whiteboard Markers

Procedures
Time Organisation Teaching/ learning activities
9:00am Introduction Introduce this week’s new topic of: Human experiences
to new text: reinforce, challenge or may attempt to reshape values and
ways of thinking. Discuss any personal experiences the
students may have had that could represent how their views
on a human experience may have been reshaped or confirmed.
9:10am Class Students are given a copy of ‘Beach Burial’ by Kenneth
discussion Slessor. Students participate in an innocent reading of the
poem.
As a class discuss generalised meaning/understanding of the
poem. Including ideas of codes and conventions.
Focus on themes of human experiences being identified
within the poem including:
Death
Futility of war
humanity
9:30am Class Project a copy of the poem ‘Beach Burial’ on the board.
annotation Prompting students to highlight certain language features to
annotate the poem.

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 1. The insignificance and unnecessary sacrifice - through
the use of language, symbolism, imagery, and rhyme
2. The title, Beach Burial, is a paradox in itself
3. Slessor employs a subdued tone evoked by long slow,
soft sounds (softly, humbly, convoys, sway, wander,
under, rolls, foam pluck, shallows, burrows etc.)
lulling the reader into a false sense of calmness
4. Words such as driven, signature, perplexity, pity,
bewildered slow the tempo of the poem and force the
reader to focus on the gravity of the situation. etc

9:50am Recap Discuss with class how our perception of war may have been
re-enforced or reshaped through annotating the poem.

Homework Students are asked to research the context of the poem and
bring in what they find to the next class.
Students are also asked to continue their reflective journal and
focus this entry on the themes mentioned in ‘Beach Burial’
and how this may have reshaped their perceptions of war or
humanity.

Evaluation/ Extension
An Extension task for gifted and talented students for this lesson could extend on the recap at
the end of the lesson. Students have the option to write a persuasive piece that discusses how
their understanding has either been reshaped or re-enforced through the text, discussing
language features, forms and structures from the text, as evidence.
Evaluation of this lesson would include informal feedback with students through discussion
and viewing students work. Working in pairs would also assist in efficiently checking
students understanding and peer learning.

In retrospect
I would consider if students gained a deep understanding of the poem through language
features, forms and structures. Also did this poem and the syllabus content point we focused
on make as much of an impact on their understanding of the human experience of war, as I
had hoped.

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Lesson 6: This lesson will focus on the context of the poem. Students were asked in the

previous lesson to research the context of this poem and bring their findings into class. This

lesson will continue to focus on the poem ‘Beach Burial’ and looking at constructing context.

As a class discuss what students have found in terms of the context of the poem. Where is it

situated in history? Why was it developed? How does the contexts of the poem help to shape

the poems value and themes? Through the use of block-out poetry, students in advanced

English have the ability to experiment with changing the contexts of the poem through

selective use of language. Students are asked to block out certain words and replace them

with other words to change the poem from anti-war to pro-war. The purpose of this activity

allows students to understand how context effects the value of the text. Once the students

have participated in this activity, they are to write a short justification to explain why they

changed certain words within the poem and how that changed the context and its effect on the

value of the text. This lesson is connected with syllabus outcome three, content point:

critically select, use and analyse language forms and features in a variety of personal,

social and cultural contexts and reflect on how these choices influence responses.

Lesson 7: This lesson will somewhat continue on from the previous lesson, only in the sense

that it will continue to cover the same syllabus content point: critically select, use and

analyse language forms and features in a variety of personal, social and cultural contexts

and reflect on how these choices influence responses. This lesson will focus on the structure

and language features used in the poem. As a class discuss the structure of the poem and the

effect of this structure. Using the knowledge of the annotation in the previous lesson and the

knowledge gained about the structure, students participate in an activity where they recreate

one stanza of the poem, changing structure and language features to demonstrate how a

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responder’s perspective of the text may change through this. Demonstrating the power of

language.

Lesson 8: This lesson will focus on comparing and contrasting the prescribed text ‘Nineteen

Eighty-Four’ and the poem, ‘Beach Burial’. This lesson will focus closely on how code and

conventions are used within both texts to inform the texts purpose, context, value and

perceptions. As a class the students will create a Venn diagram looking at similar, and

different themes throughout both texts. Discussion will follow looking deeply at the

differences and similarities in context, purpose and value. Students are to choose one of these

areas to write a short persuasive piece on comparing, for example the context and its effect

within both texts. Therefore, the lesson supports syllabus outcome three, content point:

support critical interpretations of texts through sustained argument and relevant detailed

textual analysis (ACELR046).

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ENGLISH LESSON PLANNING TEMPLATE- Lesson 9

Class: Stage 6- Advanced Time: 60min

Pre-service teacher’s Objectives

1. Students understand that ideas of human experience can vary across different modes
and mediums.
2. Students understand the form of a picture book
3. Students understand the visual literary value of picture books and media

Outcomes
Topic: Human experiences through time/history and culture.

Syllabus: Explains and evaluates nuanced cultural assumptions and values in texts and their
effects on meaning EA12-8

Textual concept: Representation

Content point: Systems of representation change according to culture, mode and medium.

Materials
• ‘My Hiroshima’- Junko Morimoto
• President Harry S. Truman reads prepared speech after dropping of atomic bomb on
Hiroshima, Japan during World War 2. Video clip. Criticalpast.com 1945
• Whiteboard
• Whiteboard markers

Procedures
Time Organisation Teaching/ learning activities
9:00am Introduction Introduce to students the new texts being studied this week
of texts and the new topic of: human experiences through time/history
and culture.
Discuss the context of the two text briefly before doing a class
reading of ‘My Hiroshima’.
Context:
• ‘My Hiroshima’- Is the representation of the bombing
of Hiroshima, Japan by America during the rising of
tensions between countries, due to ideas of
communism. This is depicted through the lens of a
young boy, which we watch grow into a young adult.
As an audience we watch the confusion of the
bombing, for the young boy and his community.

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 • The Video clip, is a representation of President
Truman’s speech after the bombing of Hiroshima,
justifying the cause.
9:15am Group Students are split into 6 groups and given a particular double
readings of page spread each to annotate, using visual literacy techniques.
text, ‘My 1. Angles
Hiroshima’. 2. Salience
3. Vectors
4. Colour
5. Modality etc.
9:45am Class Once students have completed their annotation of the double
discussion page spread, each class is to write up on the board some
findings within the text.
NOTE: Teacher is to assist groups of students who may be
struggling or want to confirm ideas. This will also be a way of
evaluating the students understanding of the content.
9:50am A representative from each group will share what they found
and how this positioned them as a responder. Students are
allowed to take photos of the board for further reference, to
enhance their understanding of the picture book and gain
knowledge from the double page spreads analysed by other
students.

Homework Students are asked to continue to write in their reflective

journals for this sub-unit. The focus for their entry should be
on how human experienced in ‘My Hiroshima’ is embedded
in culture.

Evaluation/ Extension
The outcomes of this lesson will be assessed through student/teacher interactions and
discussion. Through student’s analysis of a double page spread as a group, students will also
assist each other in understanding visual literacy techniques and their impact. The variation
of modes so far, including novel, poem and picture book will help students appreciate the use
of images to display human experiences. It will also allow them to understand the ambiguous
and interpretive nature of images and how our perceptions shape their meaning. For
extension students, the option here is to extend their journal entry into a written piece that
analyses how the use of visual literacy techniques can represent ideas of human experience
through time/history and culture. They must provide text evidence and justify their answers.

In retrospect
I would consider if students have gained a deep understanding on the value of varying modes
and mediums. Further, continuing to question the texts ability to represent cultural values and
the impact of political agendas on culture and community.

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Lesson 10: This lesson will focus on the use of the videoclip of President Truman as the

studied text. Students will view the videoclip as a class and discuss how this differs from the

text ‘My Hiroshima’. Therefore, this lesson will focus on the context of both texts and how

they differ due to cultural variations. Once students have an understanding of how both texts

sit within a different cultural context, students, in groups are asked to participate in creating

their own double page spread that represents culture and human experience. They have a

choice in how they want to present this double page spread, it could formed digitally, or they

could cut and paste or simply draw. The structure of their double page spread could include

using the mode of a picture book to create a double page spread that represents the cultural

understanding of the bombing of Hiroshima from the point of view of president Truman. This

could also mean students use the mode of the picture book to demonstrate the totalitarian

dystopia experienced in ‘Nineteen Eighty-Four’. This connects with the syllabus outcome

eight, content point: evaluate, select and adapt significant elements of texts to represent or

reinterpret cultural assumptions in texts. Therefore, demonstrating the varied perspectives

of human experiences, through culture.

Lesson 11: Students continue to create their double page spread within this class. Continuing

to look at contexts and cultural variations. Students have half the lesson to finish making their

double page spread and are to present in the second half of the lesson, describing their work

and how it represents: human experience through culture. They are to discuss how the change

in mode has changed the perception of the original text, if they have used something other

than the form of a picture book. Students are to discuss how this is represented through

particular visual literacy techniques used in their work. While this lesson also represents the

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syllabus content point used in the previous lesson, it is also associated with: evaluate cultural

assumptions in texts from different personal, social, historical and cultural contexts,

including Aboriginal and/or Torres Strait Islander People(s) and people with Asian

heritage. Touching on ideas of Asian culture and human experience.

Lesson 12: This lesson will look at using the texts ‘Nineteen Eighty-Four’ and ‘My

Hiroshima’. The purpose of this lesson is to compare the cultural experience of war on

communities, as both address ideas of community impact. Students are to address this idea of

how cultural impact and assumptions are represented through uses of language and visual

literacy techniques in ‘My Hiroshima’. This activity is an individual activity that allows deep

reflection and thought. Students are to write a persuasive piece that demonstrates how the

personal and cultural assumptions/impact are represented through language and image, using

text evidence to support their claims. This fits with syllabus outcome eight, content point:

analyse and evaluate how personal and cultural assumptions can be inferred from

particular uses of language, for example figurative language, irony and rhetoric.

Demonstrating how personal and cultural understanding can impact how a text is represented.

Students are reminded to bring their own text representing human experiences into the next

class, with analysis.

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ENGLISH LESSON PLANNING TEMPLATE- Lesson 13

Class: Stage 6- Advanced Time: 60min

Pre-service teacher’s Objectives

1. Students understand the mode of a newspaper article
2. Students use selective language to relate to mode and human experience seen in
‘Nineteen Eighty-Four’.
3. Students understand how through inventing, they create and alter a representation.

Outcomes
Topic: “The very act of representation is an act of invention”

Syllabus: Thinks imaginatively, creatively, interpretively, critically and discerningly to

respond to, evaluate and compose texts that synthesise complex information, ideas and
arguments EA12-5

Textual concept: Representation

Content point: The very act of representation is an act of invention.

Materials
• Students text of choice, representing human experiences
• ‘Nineteen Eighty-Four’- George Orwell

Procedures
Time Organisation Teaching/ learning activities
9:00am Introduction Teacher is to explain the goals of the final week within this
into this sub-unit. This includes refining students understanding to a
week’s point where they are able to successfully reinvent texts for
goals particular purposes and audiences.
9:10am Structuring Students use their own devices to research the structure of
a newspaper newspaper article.
article • Persuasive/ informative
• Headline
• By-line
• Lead paragraph
• Explanation
• Additional information

Followed by a class discussion and a brainstorm on the board

of the structure of a newspaper article, so the students can
clarify with the teacher what is expected.

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 Developing Once students have an understanding of the structure of a
newspaper newspaper article, they are to use the text ‘Nineteen Eighty-
article Four’ to create a newspaper article from either the point of
view of the government, justifying particular conditions of
living and ideas of totalitarian leadership and war. Or, a
newspaper article from the point of view of a member of the
community and their experience of the totalitarian dystopia of
Eurasia. This could be a news report including ideas of;
1. The television communication
2. Living conditions
3. Big Brother
4. Government roles
9:40am Pairs Students work with the pair next to them and swap newspaper
articles to read and discuss why they did particular things they
did in their newspaper article to represent the human
experience within the text. Such as language choices, themes
etc.
9:50am Class The Teacher will ask some students to talk about their
discussion newspaper article and discuss what they had discussed with
their partner.
Homework

Evaluation/ Extension
To evaluate the outcomes of this lesson the Teacher should assist students with forming the
template for the Newspaper article, through brainstorming the structure on the board once the
students have done some independent research. When writing their newspaper article
students should be aware of how their language choices can affect the value of the text, and
so either positive or negative connotations in words should be evident so informal assessment
and can take place. Through viewing students work by walking around the classroom, the
teacher can provide feedback on the human experience being shown and the language used.

In retrospect
In retrospect I would consider if the students have really gained an understanding of how the
use of language can change the value of the human experience represented in the text. I
would also consider if the students have really thought imaginatively and critically in creating
a newspaper article that reinvents the human experience of the prescribed text.

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Lesson 14: This lesson will focus on the student’s personal text they have chosen. Students

will create a character profile to understand a main character and their influence on

representing human experiences. The purpose of this lesson is for students to examine their

personal text of interest and critically evaluate, using techniques previously explored

throughout the sub-unit. Choosing their own human experience text, students’ can personally

engage with the text: as choosing it would have been due to a personal connection of some

sort. Through creating a character profile, students really consider the effect of characters and

their traits on the value of the human experience being represented. They also consider how a

character’s point of view is intrinsically connected to how they represent themselves. Once

they have created a character profile, they are to create a short reflective piece into how the

character presents themes throughout the original text using specific language features. This

connects with syllabus outcome five, content point: critically evaluate own and others'

arguments, justifications, evidence and points of view (ACELR064).

Lesson 15: In this lesson students write a short speech on how their personal text represents

human experience, while also comparing this with the prescribed text, ‘Nineteen Eighty-

Four’. It is important that they understand the context of their text to highlight how it

influences the value of the text. They are to also focus on how their personal text uses codes

and conventions to represent human experience, with text evidence. There should also be an

underlying tone of their own opinion within the speech to show their own voice. This

connects with syllabus outcome five, content point: compose creative and critical texts that

affirm or challenge ideas, values and perspectives that are represented in texts. Allowing

students to really reflect on their choice of personal text, the context of this and how it is

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represented through language features. While also practicing at sharing their own personal

voice and being confident in this.

Lesson 16: The last lesson for this sub-unit will allow for students who are willing to present

their speeches, to present. The rest of this lesson will focus on recapping the texts studied.

Looking at each text studied and what was learnt discussing character, context, author,

perspectives through time/ history and culture. But also discussing how language features,

forms, structure and visual literacy devices are used to achieve an author’s goal in

representing human experience. Bringing this all back to the module description at the

beginning of the sub-unit to demonstrate what has been learnt and particularly how our

perceptions may have been confirmed or reshaped. This is related to syllabus outcome five,

content point: analyse how different language forms, features and structures can be used to

represent different perspectives.

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