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Professional Task: Unit of Work,

Discussing the Importance Needs of Low
Performing Students.

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Rational

A unit outline is not a single approach to student learning, it is in fact a whole faculty approach and
needs to be treated as such. Teachers will come from diverse backgrounds which often employ
unique pedagogy to their classrooms. Therefore, it could be considered a shortcoming of this report
only containing the unique perspective of one teacher and that a far more comprehensive unit
outline would be focused on input from all teachers. This outline does however take steps to have a
specific focus on a theoretical population of students and therefore can be as specific to achieving
and enhancing learning outcomes for low students in year 9. Looking at current NAPLAN results
(Chua, Khan, Humphry & Hassell, 2017) students currently struggle with grammar, reading and
writing. These are areas in which most students struggle with especially those of diverse or low SES
backgrounds, this outline aims to push the growth of students regardless of circumstance through
the inclusion of adjustments. Adjustments are the main component for having a dynamic approach
to pedagogy as it gives teachers options to help both students who have a severely disrupted
education of students or for students already with an advanced understanding of outcomes. When
deciding on adjustments for literacy skills it is important to first define what are the exact
requirements of the classroom. Some students will possess literacy skills at the national average of
school-age peers, others will have extremely poor to no literacy skill or have a developed in more
informal social registers. There is also the consideration for emotional, psychological and physical
trauma in higher frequency in a low SES school which is liable to hurt formal education (Fenwick &
Cooper, 2012). To affectively target the student population varies models and learning approaches
can be taken to achieve different success results. Currently many researchers have trialled a
collaborative learning approach in combination with an interactive learning model in the classroom
and have had much success in developing growth in literacy (Laal, Khattami-Kermanshahi & Laal,
2014). Collaborative learning focuses on the students being interactive with one another to work
through problems or peer-review each-others work, whereas the interactive learning model involves
digital learning and ICT into course design and delivery. Both introduce useful options for teachers
and students to receive useful feedback regularly, highlighting which areas of the unit outcomes that
students may struggle with most. Based on the success in the research reported by Laal, Khattami-
Kermanshahi & Laal (2014) the outline contains activities with workstations in which students will
work together on different parts of a problem, as well as opportunities for peer marking giving
students agency and opportunity for discussion of high performing peers. Furthermore, the outline
uses ICT in multiple ways incorporating ICT through mind map software, blogs and multimedia
assessment in which students can be interactive with both their peers and educator. Interactive ICT
also facilitates independent learning as students must develop their social interactions to facilitate
online communication, furthermore, ICT can be used as an intervention system for the educator
providing constant data and deeper social connection to students. Both approaches in conjunction
develop and deepen a student’s intrinsic motivation, which holds extensive benefits for the diverse
learning environment (Froiland & Worrell, 2016) as there is a direct association between learning
goals and academic performance, this research on the engagement of students has also been
incorporated into this unit outline. Research also shows a strong reciprocal relationship between
reading and writing, reading skills are crucial in developing the ability to write meaningfully (Reading
writers, 1992). Therefore, this outline considers the development of both reading and writing to be a
precursor to compulsory literacy skills and standards required of year 9, they are also the basic skills
required to comprehend the text presented (Reading writers, 1992). The difficulty of texts is based
off subject matter such as themes, vocabulary and as most students may already struggle with
comprehension based of off NAPLAN results. To combat the gaps in knowledge lower students, have
research from Hwang & Xi (2008) suggest that having small groups composed of higher and lower
students can build base knowledge therefore further complimenting the collaborative approach.
This outline concentrates on creating an environment where students of vastly different levels of

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literacy can develop growth, without improving upon skills of reading and writing the future issues a
student will experience in later years will be likely compounded.

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Conflict unit of work: Stage 5

Unit overview: Conflict English
This unit students will explore the construct of conflict and how it is portrayed in a range of texts. Students will analyse different types of conflict and learn to distinguish
both internal and external conflict. Through close study of Shakespeare’s Othello, an understanding of how conflict may unfold will be developing and understanding the
rising friction in the play and how conflict is ultimately resolved. Through the sustained emphasis of key scenes, students will build skills in analysis and language to explore
the conflict of the play. Students will be given openings to develop deep knowledge in evaluative responses. In conjunction students engage in comparative studies of a
range of texts that widen the theme of conflict.
Outcomes Assessment overview
EN5-1A responds to and composes increasingly sophisticated and sustained texts The following formative and summative assessment have been integrated
for understanding, interpretation, critical analysis, imaginative expression and throughout the unit.
pleasure
EN5-2A effectively uses and critically assesses a wide range of processes, skills, Assessment for learning.
strategies and knowledge for responding to and composing a wide range of texts in
different media and technologies -short response: ‘How does Shakespeare create the rising conflict through his use of
EN5-3B selects and uses language forms, features and structures of texts language and sentence structure?’
appropriate to a range of purposes, audiences and contexts, describing and -Othello letter Writing to Iago as a ghost
explaining their effects on meaning -Group presentation of songs reflecting conflict
EN5-4B effectively transfers knowledge, skills and understanding of language -Explanation of Iago’s feelings towards Othello
concepts into new and different contexts -Analysis of metaphors and personification
EN5-5C thinks imaginatively, creatively, interpretively and critically about
information and increasingly complex ideas and arguments to respond to and Assessment as learned
compose texts in a range of contexts
EN5-6C investigates the relationships between and among texts -Students individual reflections through activities
EN5-9E purposefully reflects on, assesses and adapts their individual and -Peer assessment for many activities and presentations
collaborative skills with increasing independence and effectiveness -individual reflection on feedback for activities

Assessment of learning

-Exposition: ‘In the world of Othello, conflict start from places we didn’t expect’
-Response: ‘Human conflict often arises between two opposing forces’

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Content
EN5-1A
• appreciate, explain and respond to the aesthetic
qualities and the power of language in an
increasingly sophisticated range of texts
• analyse ideas, information, perspectives,
contexts and ideologies and the ways they are
presented in increasingly demanding, sustained
imaginative, informative and persuasive texts
EN5-3B
• use voice effects, eg tone, volume, pitch,
pauses and change of pace, for specific effects
such as arguing a point of view or attempting to
persuade an audience to a course of action
EN5-4B
• use prediction, speculation, hypothesis and
paraphrasing as strategies for accessing complex
types of texts with unfamiliar ideas or structures
EN5-5C
• critically evaluate the ways bias, stereotypes,
perspectives and ideologies are constructed
in texts
EN5-9E
• understand and apply appropriate
metalanguage to reflect on their learning
experiences
• use and assess individual and group processes
to investigate, clarify, critically evaluate and
present ideas
Teaching, learning and assessment Resources
Introduction to the unit: Conflict
-Introducing the unit comprises of understanding what you students my Mindmap software: https://coggle.it/
know of the term “conflict” and what their impressions of the unit of
work are.
- *digital or hard copy mind map*.
Class discussion of scenarios/explanations of conflict. (Books, Movies,
Life).
-Develop ideas presented so far in lesson. Students in small groups create
a small plot with 4 main events in a short story and present to class.
-Model tasks, designate groups when necessary depending on students
that should not be together or for students who could use peer help.
-Scenario discussion: should be cautious taking care to avoid students
with issues at home, conflict discussion should be fictional in that sense
(family conflict, friends, fighting, war.) + create poster of the different
examples of conflict. The criteria for a successful poster would be
identifying 3 types of conflict and who would be involved.
- In small groups students to work through aimed at learning
Shakespearian language. Students will be given a list of insults presented
in some of his plays or find their own insults. Then have an insult battle
against the other team.
Individual student reflection
How easy or difficult did you find creating your own insults? What
challenges did your group face? How did your group decide on what to
present? What could you convey about conflict from this activity?
*opportunity for an ICT copy to be created instead, such as google
classroom or blog software*
Blog software:
http://edublogs.org
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Content
EN5-1A
• appreciate, explain and respond to the aesthetic
qualities and the power of language in an
increasingly sophisticated range of texts
• analyse ideas, information, perspectives,
contexts and ideologies and the ways they are
presented in increasingly demanding, sustained
imaginative, informative and persuasive texts
EN5-4B
• use prediction, speculation, hypothesis and
paraphrasing as strategies for accessing complex
types of texts with unfamiliar ideas or structures
EN5-5C
• reflect on, extend, endorse or refute others’
interpretations of and responses to literature
• understand and use the language of argument,
eg the use of logic, evidence, refutation, ellipsis,
irrelevance, circumlocution, and analyse how
it affects responses
• critically evaluate the ways bias, stereotypes,
perspectives and ideologies are constructed
in texts
Teaching, learning and assessment Resources
Different types of conflict
-What is a successful story? An example model to show what is being
taught:
‘the teen woke up in the early morning’ ‘he performed his normal
morning ablutions’ ‘he went to school and attended every lesson’ ‘he
went home and watched tv till bedtime’
Students should be asked what they thought of the plot, and what they
think may be missing. Students should then be given the opportunity to
make changes to involve conflict and make the story more interesting.
-Have a discussion with students that conflict in a plot is usually
important to creating interest, it should harrow the protagonist during
the entire story coming to a crescendo and having an ultimate resolution.
It is also important to discuss the possibilities of stories with multiple
minor conflicts running alongside the major conflict. The Unsaid by Daniel Gbemi Akinlolu
-Discuss complex terms contained in stories by pairing them with familiar
terms to students for example a protagonist becomes a hero and have
students annotate the short poem “The Unsaid” showing structural
features of its plot. What is the setting? where is the rising tension? its
climax, falling action and resolution.
Following up this activity with some short questions
1. what conflict occurred.
2. Where does it occur in the story?
3. Who does the conflict involve (what specific constructs not
necessarily people)?
4. How is the conflict resolved?
*can be done as a classroom together or as a blog task*
Students likely require guided practice of paragraphing before they can
independently write paragraphs. For this task students will reflect on the
mind maps performed in week 1 and begin to categorise those conflicts
as internal or external. Examples
1. People vs people
2. People vs society
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Content
EN5-2A
• consider how aspects of texts, including
characterisation, setting, situations, issues,
ideas, tone and point of view, can evoke a range
of responses, including empathy, sympathy,
antipathy and indifference
• interpret, analyse and evaluate how different
perspectives of issue, event, situation,
individuals or groups are constructed to serve
specific purposes in texts
• use comprehension strategies to compare and
contrast information within and between texts,
identifying and analysing embedded
perspectives, and evaluating supporting
evidence
EN5-4B
• use prediction, speculation, hypothesis and
paraphrasing as strategies for accessing complex
types of texts with unfamiliar ideas or structures
EN5-5C
• reflect on, extend, endorse or refute others’
interpretations of and responses to literature
EN5-6C
• analyse and evaluate text structures and
language features of literary texts and make
relevant thematic and intertextual connections
with other texts
Teaching, learning and assessment Resources
3. People vs nature
4. People vs themselves.
Students will pick one of their categorised conflicts and write a short story
using the exposition scaffold. Exposition scaffold
Othello – introduction ‘
-The text of Othello is introduced to students. Question which students Various publications of Othello to suit
have already had some exposure to the story? Present the cover and students’ ability levels:
images from the films and question students what they can gleam from • Cambridge School Shakespeare
the story? Read the blurb on the back of the book and then the • No Fear Shakespeare
introduction, ask students what nature of conflict may be present in the • The Graphic Shakespeare series
story. (remind students about the categorising activity they performed). Various film adaptations.
Students will then individually write a new prologue using current Adjustments: The graphic novel version
contemporary language. of the play is more appropriate for
-Read or view Act 1. (for all reading parts of the play): Provide students who may find the language of
opportunities collaborative reading either as a class or in a reading group. the play challenging.
The reading groups can act as workstations for the teacher to consolidate
understanding of the plot.
-As each act is read the teacher will compile a collaborative plot summary
that will be distributed to students physically of through google
classroom.
-each act the educator should discuss the conflict with the class, what is
the major conflict happening in the act? Is it internal or external? Who is
involved? Why? Students should add this to their blog or in physical
workbooks and update as they read.
*Some students may require more explanation and modelling of and
internal or external conflict*
Individual student reflection
Is this conflict something that characters are caught in or is it self-
imposed? Students should be encouraged to answer with a structure like
the exposition scaffold. If this is performed on students’ blogs students
can responds to each other’s points
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Content
EN5-1A
• appreciate, explain and respond to the aesthetic
qualities and the power of language in an
increasingly sophisticated range of texts
EN5-2A
• consider how aspects of texts, including
characterisation, setting, situations, issues,
ideas, tone and point of view, can evoke a range
of responses, including empathy, sympathy,
antipathy and indifference
• interpret, analyse and evaluate how different
perspectives of issue, event, situation,
individuals or groups are constructed to serve
specific purposes in texts
• use comprehension strategies to compare and
contrast information within and between texts,
identifying and analysing embedded
perspectives, and evaluating supporting
evidence
EN5-6C
• analyse and evaluate text structures and
language features of literary texts and make
relevant thematic and intertextual connections
with other texts
Teaching, learning and assessment Resources
Othello on characters
-Students make a compilation of the conflicts that have occurred
between characters and who Is involved in them. *this could be adjusted
to be partially completed be the teacher and filled in later by the student
like a PEEL paragraph. Students will select characters from each conflict
and describe their motivations + a quote as evidence. Explain how that
quote gives insight to the character. Explain to students that a character
having internal conflict would be both the antagonist and protagonist of
that conflict and would have motivations for both reasoning.
-Exploring Iago students will analyse his motivations. Using the following
quotes explain what it says about the character (“FOR WHEN MY
OUTWARD ACTION DOTH DEMONSTRATE THE NATIVE ACT AND FIGURE
OF MY HEART IN COMPLIMENT EXTERN, ’TIS NOT LONG AFTER BUT I WILL
WEAR MY HEART UPON MY SLEEVE FOR DAWS TO PECK AT; I AM NOT
WHAT I AM.”) *an alternative would be students can choose their own
quote or words to describe the character justifying their choices.
-Brabantio accuses Othello of abducting his daughter. Have students
highlight words that suggest anger, contempt and threat. Are these
mainly nouns, verbs or adjectives?
-Explain to students Paragraph structure using the TEEL approach to
analysing language (technique, example, effect, link to question) using
this method analyse how effective the following example in ACT1, SCENE
1 is in describing conflict. “In Venice, the gullible Rodorigo, an
unsuccessful suitor to the senator’s daughter Desdemona, is persuaded
by the wily Iago to help overthrow their common enemy, Othello.”
*alternatively, students find their own example and use the TEEL method
to analyse it *
-Read/view Act 2.
RESENTMENT AND REDRESS
Act 1, Scene I
TALK OF LOVE AND WAR IN VENICE
Act 1, scene 3
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Content Teaching, learning and assessment Resources

EN5-2A
• consider how aspects of texts, including
characterisation, setting, situations, issues,
ideas, tone and point of view, can evoke a range
of responses, including empathy, sympathy,
antipathy and indifference
• interpret, analyse and evaluate how different
perspectives of issue, event, situation,
individuals or groups are constructed to serve
specific purposes in texts
• use comprehension strategies to compare
and contrast information within and between
texts, identifying and analysing embedded
perspectives, and evaluating supporting
evidence
• use a range of software, including word
processing programs, confidently, flexibly
and imaginatively to create, edit and publish
texts, considering the identified purpose and
the characteristics of the user
EN5-4B
• locate, select, synthesise and creatively use
information, ideas and arguments from texts
to compose new texts
EN5-6C
• analyse and evaluate text structures and
language features of literary texts and make
relevant thematic and intertextual connections
with other texts
EN5-9E
• choose effective learning processes, resources
and technologies appropriate for particular
tasks and situations
Othello on rising action and concluding action
-read/view Act 3
-Together as a class upon completing act 3 scene 3 Iago confronts Othello
on the dangers of being jealous. Discuss who is the conflict in this scene
between are their multiple conflicts? And identify the internal or external
conflicts presented.
-In groups students identify what in the discussion between Iago and BEWARE OF JEALOUSY
Othello exemplify an increase in tension. As well as using quote to justify Act 3, Scene 3,
your reasoning.
-read/view Act 4
-Students are to analyse using the TEEL method why Iago may have
warned Othello about jealousy. Why does he choose to help Othello?
Students answer guided questions along side this. For example.
*Why does Iago choose to still have a helpful relationship with Othello, is
it purely to stay secretive?
*Why did Does Desdemona lose Othello’s token so easily.
*How do things of little value become as valid as proof “holy writing” to
one who is jealous
*What is the token symbolic of?
-read/view act 5
Assessment
Assessment work is to be begun late in this week, so students are to be
informed of it during the beginning
Students create a visual presentation of an analysis of a scene in the play.
It should be either a.
• storyboard
• PowerPoint presentation
• multimedia presentation.
*help students that struggle with ICT with easy to follow instructions for • presentation software
presentation tools* https://prezi.com/
• adobe movie maker
https://spark.adobe.com/
• blender
https://www.blender.org/

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Content
EN5-2A
• consider how aspects of texts, including
characterisation, setting, situations, issues,
ideas, tone and point of view, can evoke a
range of responses, including empathy,
sympathy, antipathy and indifference
• interpret, analyse and evaluate how different
perspectives of issue, event, situation,
individuals or groups are constructed to serve
specific purposes in texts
• use comprehension strategies to compare
and contrast information within and between
texts, identifying and analysing embedded
perspectives, and evaluating supporting
evidence
EN5-3B
• refine vocabulary choices to discriminate
between shades of meaning, with deliberate
attention to the effect on audiences
Teaching, learning and assessment Resources
WEEK 6 Othello completed.
-students present presentations Infront of class and are given feedback by
teacher on their assessment while awaiting grading.
-final task is an Individual student reflection on the scene you presented
on, which will be collected in conjunction to the presentation. for
example imagine you are Iago or Othello.
- What are emotions and thoughts throughout the scene?
- What is your internal monologue when reactive to other
characters?
- What are the consequences of your actions?
- What alternative futures could you have chosen?
*this final part of the assessment may be completed as a letter from the
character from his future self or from someone close to them.
-The letter format should also be scaffolded by the educator.
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Exposition scaffold
When do I use it?
Expositions are commonly used to examine issues from a range of perspectives (giving the
for and against or the positive or negative) on a topic and then form an opinion based on
the evaluation of the arguments presented.

Some examples of exposition are: Some essays, editorials for the newspaper, debates,
current affairs.

SCAFFOLD

Introduction
It involves the statement or the issue concerned and then the inclusion of alternative and
opposing points of view.

Arguments
A series of arguments with supporting evidence, which can argue for and against the issue
or concern for each point of view that is put forward.
 Use a new paragraph for each new argument
 Each new paragraph begin with a topic sentence that states the argument for
that paragraph.
 Back up each argument with evidence. Examples and quotations can be used.

Conclusion
A summing up of the arguments and a statement of the position of the author is included
in a concluding statement.

Language Features:
 Emotive words and phrases should be used.
 Usually in present tense.
 Use of repetition.
 Analysing opposing points of view and thought provoking questions and phrases.
 Three connectives to indicate sequence of points, (e.g. firstly, secondly, thirdly)
 Conjunctions used to link reasons and actions, opinions or to link cause/action and
effect
 A variety of verbs used e.g. action verbs (run, ruin and drive)
 A variety of mental verbs used e.g. (hope, believe)
 Occasional use of passive voice should be used e.g. instead of saying “the people
are concerned about the intersection”, the author may restate this as, “Concern
has been raised about the intersection”.

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EXAMPLE OF EXPOSITION
Fast Food and Progress Action verbs:
Opening Proposal
The local community is divided over the build
statement proposal to build a fast-food outlet,
Identification belonging to one of the world’s largest
of the issue. food chains, in the area. Many people
believe support of the proposal will provide Mental verbs
benefits to the area while others consider Believe
it would be detrimental to the town. Should consider
the proposal be denied?

Firstly, the outlet will bring opportunities

for part time employment for many of
Words and the young people in the area. Currently, Arguments
groups of employment opportunities in the local for the
words to signal area are limited. proposal,
consideration including
of arguments. Secondly, is that the establishment of the supporting
outlet will provide a much-needed facts.
service for the community. With only one
fish and chip and pizza shop there are
limited choices of fast food in the local
area.

On the other hand, the fast food outlet

Conjunction to
will alter the quiet atmosphere of the
connect cause
area because it will encourage people
and effect.
to travel from further afield to buy the
widely advertised and popular fast food.

Another point to be considered is the Arguments

‘visual pollution’ the outlet will create against the
with its large neon signs and huge proposal,
advertising hoardings. The community is including
renowned for its conservation of the supporting
environment. Allowing the outlet to open facts.
up in the area could signal the beginning
of the end of the natural surroundings.

Group of After considering both sides of the

words to signal argument, it is my opinion that the Conclusion,
the summing proposal to build a fast-food store should including
up of the be supported. A fast–food store would consideration
arguments. be an asset to the local area, as it will of arguments
provide employment for the local and writer’s
residents as well as encouraging people stance on the
outside the area to visit and perhaps issue.
generate more spending in the other
stores. The visual pollution is not a

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relevant issue because all the other

shops in the area have advertising signs
of some description. The local council
can also enforce restrictions on the size
and type of hoarding used.

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References

Akinlolu, D. (2019). Bright Light Cafe - Short Story - The_Unsaid. Retrieved 12 September 2019, from
http://www.brightlightmultimedia.com/blcafe/ShrtStories-TheUnsaid.htm

Chua, H., Khan, R., Humphry, S., & Hassell, R. (2017). Effect of national partnerships on
NAPLAN. Cogent Education, 4(1). doi: 10.1080/2331186x.2016.1273166

Exposition scaffold. MCSS. ACT. EDU. AU.

http://www.mcss.act.edu.au/__data/assets/word_doc/0007/363463/Exposition_Template_and_Sca
ffold.doc

Fenwick, L., & Cooper, M. (2012). Prevailing pedagogies for classes in low SES contexts and the
implications for standards-based reform in Australia. The Australian Educational Researcher, 39(3),
349-361. doi: 10.1007/s13384-012-0066-8

Froiland, J., & Worrell, F. (2016). INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND
ACHIEVEMENT IN A DIVERSE HIGH SCHOOL. Psychology In The Schools, 53(3), 321-336. doi:
10.1002/pits.21901

Hwang, S., & Xi, J. (2008). Structural and Individual Covariates of English Language Proficiency. Social
Forces, 86(3), 1079-1104. doi: 10.1353/sof.0.0017

Laal, M., Khattami-Kermanshahi, Z., & Laal, M. (2014). Teaching and Education; Collaborative
Style. Procedia - Social And Behavioral Sciences, 116, 4057-4061. doi: 10.1016/j.sbspro.2014.01.890

Reading writers. (1992). English Journal, 81(4), 59. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/237286709?accountid=36155

Teel writing program. (2019). Retrieved 12 September 2019, from

https://learn.stleonards.vic.edu.au/yr7eng/files/2012/07/Year-7-English-TEEL-Paragraph-Writing-
Guide-Wonder.pdf

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