17547840 1

1B English Extension Curriculum – Professional Task

4 Week Lesson Plan Outline on Text: FLIGHT By Nadia Wheatley and Armin Greder

17547840 Nilufer Hakim

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Contents

Rationale 3

Lesson Plan Outline 4

Resources 13

Extract 17

Assessment Criteria 20
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Close Study of Text Stage 5 (Year 9)

Rationale Stage 5 outcomes

This 4 week unit is a close study of the picture book ‘FLIGHT’ by Nadia Wheatley and Armin Greder. A contemporary,
mature and allegorical take on the refugee crisis in current times, the aim of this unit will be to contextualise the heavy EN5-1A
and complex nature of the crisis against its depiction via a thorough dissection of the book’s composition. By the end EN5-2A
of this unit students should be able to determine major themes, the impact of perspective and discourse on social issues EN5-3B
via media, textual representations of the refugees and their stories, detailed understanding of metalanguage regarding EN5-4B
composition of the picture book and the connection and functionality of these aspects within the book. EN5-5C
This unit will function in a 5-step process beginning with majority of the first week dedicated to conceptualising EN5-7D
meaning via interpretation, students will be guided through class discussions on how they feel about the extract, title, EN5-8D
front page and then the plot after a thorough reading. These readings are to be repeated over a few days whilst students EN5-9E
are to explore the current political and social context regarding the refugee crisis by referring to shifting media
narratives, audiences, aspects on acceptance, social stigmas, morality and ethics.
The end of the first week should scaffold students into identifying themes, especially under the overarching
allegorical theme of the book (empathy), the exploration of underlying tones, themes, messages and motifs should
further into about halfway of week 2. Here students will go through; discuss thoughts on plot and the impact it had on
students, connect discussion on thoughts of the plot and with discussion and knowledge obtained about social factors
(refugee crisis, media coverage etc), do independent research into this discourse to understand how it emerged and was
shaped by media narratives for context with provided material and and read and view a range of additional material
regarding refugee crisis (accounts, poems, picture books, short stories etc) to further understand the way ‘FLIGHT’
encapsulates the themes ‘hope’ and ‘hopelessness’ in comparison.
The latter half of week 2 must begin work on technical terms and identifying metalanguage to be able to conduct
analysis of book’s composition, this should lead into about halfway of week 3. Here students are to cover understanding
of the functionality of aspects such as frames, angles, background, foreground, salience, gaze, character body language
and facial expression, colour palette, art style, lighting and shadowing and the logistics of text (font, style, tone, linguistic
style). These should be analysed in connection to the two major themes and its impact on a reader’s sense of empathy.
The latter half of week 3 is a final step in connecting content of the first 3 parts of this unit, as here students should
be given exercises and scaffolds on bettering their writing of whole paragraphs using a W.H.E.E.L, analyzing
conventions within the book, how it carries one or both (juxtaposing) major themes and its impact on a reader’s empathy
toward the narrative.
The final week will be dedicated entirely to working on the final assessment, requiring students to create a double
spread visual which should enact as an extension or subsection of the plot of ‘FLIGHT’, based on one of the two major
themes. Students have free will to direct the function of the theme here via plot but must justify their visual creative
composition by focusing on 3 major techniques and linking it to how it would affect a reader’s empathy.
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Lessons for Week 1

Organisation
Time (estimate of how
(whole class,
Syllabus outcomes much time will be Resources/materials
small groups, pair Learning/teaching activities
to be address needed for each required
work, individual
activity)
work)
N/A 40 mins Entire class Class discussion of extract, with brief map of List of questions to
questions on board focusing mostly in initial feelings scaffold student map
and estimated interpretations (e.g. what does this of interpretation.
Lesson remind you of, a feeling, a story? Etc) All ideas to be ‘FLIGHT’ picture
1 considered, compared and similar procedure to applied book.
to questioning title ‘FLIGHT’. Projector
Then, teacher to conduct one full reading of picture
book.
40 mins Whole class Verify connection between students’ lengthy Power point version
EN5-7D discussions/interpretations from lesson 1 with actual of constructed map
intention of plot. Bring back map from L1 and offer to make additions to.
EN5-8D second round of interpretations/additions to map. Projector
List key underlying ideas (refugee crisis, depiction is Laptop
Lesson biblical and dark) to begin exploring ‘why’ this was Picture book.
2 done (popularity/familiarity of Christian Holiday,
biblical story of Mary, Joseph and Baby Jesus’
‘flight’, concept of persecution, refuge, contemporary
situation in Middle East, status quo on these issues in
media, link to ‘dark’ portrayal in children’s story
book).
40 mins; Small groups Allocate contextual material to students in groups Articles for media
EN5-7D Whole class for (pass around the classroom from group to group) to coverage;
30 for reviewing video understand the role media coverage, attitudes, https://foreignpolicy.
Lesson EN5-8D material and narratives and perceptions of western society on com/2014/10/14/aust
3 10 for video refugees today, play effecting the plot of “FLIGHT”. ralian-government-
Then view video together as a class. to-huddled-masses-
yearn-to-breathe-
free-elsewhere/
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http://theconversatio
n.com/europes-
refugee-crisis-
explains-why-
border-walls-dont-
stop-migration-
110414

https://www.theguar
dian.com/world/201
8/dec/01/french-
police-step-up-
calais-refugee-
evictions

https://www.youtube
.com/watch?v=hiujz
FNgHcE

40 mins Whole class Students to make connections between contextual Picture book
EN5-4B knowledge attained from prior lesson to content of Projector
the book by identifying major themes, class to do Power point with
Lesson EN5-6C several close readings when comparing the two. updated map for
4 Teacher should guide student thinking to reference
EN5-8D acknowledging overarching allegorical theme of
‘empathy’ as common factor between the two and
how they are represented to. impact a reader
40 mins Whole class Students to begin identifying major themes Picture book
EN5-1A represented in ‘FLIGHT’ in extension off notes made Projector
Lesson approximately 10 on concept of ‘empathy’ or a reader’s sense of it Power point with
5 EN5-3B minutes per close from prior lesson. Teacher to guide student updated map
reading (4 sections) understanding to identifying ‘hope’ and
‘hopelessness’ as key focal themes for unit. Students
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to do several close readings with discussion,
throughout sections of book to compare and contrast
ways in which themes are juxtaposed.

Lessons for Week 2

Organisation
Time (estimate of how
(whole class,
Syllabus outcomes much time will be Resources/materials
small groups, pair Learning/teaching activities
to be address needed for each required
work, individual
activity)
work)
Material:
https://www.sbs.com
.au/topics/life/culture
/article/2017/06/20/
meet-sudanese-
wordsmith-using-
slam-poetry-reveal-
truth-about-being-
EN5-5C
refugee
40mins;
Students to continue from Friday (hope and
About 5 minutes https://www.mca.co
EN5-6C hopelessness) by reading/viewing selected additional
rough skimming on Table groups m.au/artists-
Lesson material (to be passed around in rotations group to
each text Whole class works/artist-
1 group) and noting down key aspects and differences
Then 6 minutes for (video) commissions/circula
EN5-7D that stand out to them (in how the refugee issue is
video for class r-quay-foyer-
represented in these materials).
viewing. wall/guan-wei-
journey-australia-
EN5-9E
2013/

https://www.huckma
g.com/art-and-
culture/art-2/banksy-
gives-syrian-
refugee-crisis-new-
face-steve-jobs/
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‘Goodbye, 382’ by
Shin Dang Dong and
‘I’m Australian too’
by Mem Fox

https://www.youtube
.com/watch?v=6_35
a7sn6ds

Students to re-read picture book in close reading with

Venn diagram sheet, teacher to spent small portion of
beginning of class explaining instructions then
students are to be allocated into groups per table
40 mins;
where they must complete the diagram in depth (at
EN5-3B Venn diagrams 25 Projector
Lesson Table Groups least 3 examples per side), indicate that students
minutes Picture Book
2 The whole class should look to attempt to explain juxtaposed
15 minutes class input Venn diagram
elements of both themes in one scene. Go over
EN5-9E on them
answers from groups, list and discuss any
conventions identified (as per sheet) and inform
students they will begin in depth analysis through
composition terms and techniques from tomorrow.
Lessons on conventions of picture books and their
function in contexts of the two major themes and
how they impact a reader’s empathy, will begin with;
40 mins;
form, genre. Class to open with class discussion on
about 20 minutes per
potential definitions, clarification of definitions,
convention with 4-5
EN5-1A Whole class reference to previous additional material (poems, Projector
Lesson minutes allocated
Individual for extracts, video clips about refugee experience etc) for Picture book
3 individual writing
EN5-3B writing understanding on form and identification on what Whiteboard
time for small
genre/s are in this picture book. Class to then list and
paragraph.
discuss commonalties of identified genre and if this
book fits in with those aspects, teacher to conduct
close readings to identify motifs which showcase
impact of genre and form upon a reader’s sense of
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empathy for the refugee family. Class should have 1
– 2 small paragraphs in their books at the end of
lesson regarding these.

Repeat above process/ but for colour and include Projector

40 mins; discussion and writing on; use of black and white, Picture Book
EN5-1A leave about 3 minutes muted faded colours (choice of position of these Whiteboard
per subsection on colours within book), lighting and shadowing, art Any page from ‘I’m
Whole class and
Lesson EN5-3B ‘colour’ for students style: expressionist. Students should compare colour Australian too’ by
individual for
4 to write a small sections (contrast and tone) and its impact on Mem Fox, any page
writing
paragraph in their own meaning, for reference refer to other picture books from ‘Goodbye, 382’
EN5-6C words after discussing and art styles which were presented in the additional by Shin Dang Dong’
in length. material set. for comparison in
use of colour
Similar process as above with discussion, definitions
40 mins; and writing but with close study of contrasting
EN5-1A 20 mins per frames and angles throughout the book, key aspects
Whole class and
Lesson conventions with 5 that should be highlighted are the way these establish
individual for
5 EN5-3B minutes allocated and alter the ‘setting’ of the story, how it forwards
writing
individual writing the plot and how this advancement of the story
time per convention carries hopelessness and hope as well as shifting the
reader’s empathy.
Lessons for Week 3
Organisation
Time (estimate of how
(whole class,
Syllabus outcomes much time will be Resources/materials
small groups, pair Learning/teaching activities
to be address needed for each required
work, individual
activity)
work)
Follow similar as above but ensure students are able
EN5-1A to understand the difference between background, Projector
40 mins; Whole class and
Lesson foreground, salience and gaze of a scene and why Picture book
10 mins per individual for
1 EN5-3B these elements can be differentiated as well as Whiteboard
convention writing
connected to leave an impact on the reader’s Assessment notifications
perspective of the character/s and therefore, their
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empathy toward them. Hand out assessment
notification for week 4.

This lesson will be on character body language, facial

expression and text; spend a shorter period
discussing, clarifying and analysing the effects of the
first two to tie in how visual elements complement
text and how complex the construction of the short
paragraphs are; for example ensure class explores
EN5-1A 40 mins;
Whole class and (through a close reading of one selected passage); Projector
Lesson 15 mins for first two
individual for font, colour, size, narrative voice, use of figurative Picture book
2 EN5-3B conventions then
writing language and modality. Have students change each Whiteboard
remaining on text.
aspect of the text to understanding the selection made
by the author and illustrator (example, translate a
sentence using figurative language into literal, use a
different ‘person’ to narrate and change the syntax to
shift the modality of the paragraph and compare how
the plot feels then).
Allocate students into (5) groups, hand out sheets and
allocate each group a box. Display a section of the
picture book and instruct each group to not only list
down a thorough analysis of the conventions in their
40 mins; Projector
allocated box, present in the extract BUT, to explain
EN5-3B 15 mins for group Picture book
the way it encapsulates either or both major themes
Lesson work and 25 for on Group work and Whiteboard
AND how it impacts a reader’s sense of empathy in
3 EN5-4B board annotations class. Flight composition
that portion of the plot. Display sheet on projector
(going around to each and elements work
and go through each group’s finding to write them up
EN5-9E groups findings) sheet
and instruct class to do so that by end of lesson every
box is filled on every student’s sheet. Discussion and
additional analysis from the class while another
group will be encouraged in a polite manner.
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Students to begin using W.H.E.E.L templates (refer
to resource for colour palette), notify them that this
sheet is simply a guideline for them to use repeatedly
Individual with for any of the conventions they are comfortable
W.H.E.E.L template
Lesson ENLS-10B 40 mins; quiet expanding on, students are advised to transfer the
and picture book for
4 8 mins per section talking/discussion written sentences/entries/notes in their books from
students to refer to
/peer review studying the various conventions from previous days
into the allocated sections, and adjust them to fit
‘write’ a template, so that they do not feel the need to
‘start from scratch’.
Spend first two thirds of class instructing students
to mimic W.H.E.E.L. template into their books for
a new technique (any they may select) and draft out
the ‘paragraph’ for it, students may use peer review
but teacher is to check that individual writing is in
process during this period. Last third of the class is
40 mins;
allocated to being informed about the assessment; Picture book for
25 mins doing
Individual for students to refer assessment notification handed reference
bookwork
first section and out, teacher to thoroughly explain the creative Assessment sheets
Lesson 15 mins explaining
ENLS-10B group discussion construction part so that students who wish to use All ‘contextual’
5 and discussion
for end of period material not available in the school of shoot their material (articles)
content regarding
content. own photos or construct a collage, may have time and additional texts
assessment
to think and prepare over the weekend, also teacher on refugee’s.
to bring out articles and additional resources which
provided accounts of refugees from a real life
perspective for students to sift through for
planning, students may also refer to any personal
historical accounts of being a refugee from their
family background as inspiration for their plot.
Lessons for Week 4
Organisation
Time (estimate of how
(whole class,
Syllabus outcomes much time will be Resources/materials
small groups, pair Learning/teaching activities
to be address needed for each required
work, individual
activity)
work)
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Individual planning task, detailed run down of how
planning sheet is to be used, clarify times per section
but notify students these are not strictly imposed, but
guidelines so that all sections may be completed by
the lesson. Teacher to announce available resources
students may use for creative work tomorrow, and
Projector with
EN5-1A that students may bring in their own materials,
assessment
especially those requiring electronic devices. Indicate
notification
EN5-2A 40 mins; that students may begin drafting layout on 13 sheet
displayed
30 mins on planning Individual/whole for their double spread once story plan is completed.
Lesson Picture book
EN5-3B sheet class (for peer Teacher to make several rounds checking on each
1 Contextual materials
10 minutes on A3 review) student and reminding students of the importance of
+ textual materials
draft NOT PLAGIARISING, also remind students to refer
Story Plan
EN5-4B to notes on conventions and themes explored within
A3 sheets
past 3 weeks to make an informed plan. Students are
free to use devices to research information regarding
art styles. REMINDER; to students using
photography or elements which required preparation
to have them ready to use tomorrow. Also, for
students who wish to use art supplies to list names
down with teacher to be able to use arm tomorrow.
EN5-1A
Electronic devices,
EN5-2A Students to do creative piece in accordance to their art stencils,
Lesson A3 drafts and story plans, supervision assigned to newspaper clippings,
40 mins Individual
2 EN5-3B students staying in usual English classroom and art supplies available
students using art room. (any craft material
EN5-4B available)

EN5-1A Students to begin drafting (in books) written Electronic devices

justification for their brief synopsis of their double Picture book for
40 mins;
Lesson EN5-2A spread sheet and the 3 major conventions they wish reference
15 per convention Individual
3 to focus on. Students to do this using the W.H.E.E.L Any contextual or
(continued tomorrow)
EN5-3B template, students to be reminded to link back each textual material
conventions to selected theme and how this impacts which is relevant
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EN5-4B the reader’s sense of empathy regarding the nameless
refugee’s in ‘FLIGHT’.

Continuation of yesterday, teaching to go around

checking drafting process, allow students to peer
review each other’s paragraphs for editing, enforce
EN5-1A
heavy focus on requirements from criteria (link to
theme, use of W.H.E.E.L, explaining impact on
EN5-2A
reader’s empathy, connection to story, grammar and
Lesson Individual/ peer
40 mins; punctuation and correct use of metalanguage). As above.
4 EN5-3B review optional
Indicate that students may begin typing up final
justifications if they have devices, if not typed pieces
EN5-4B
are due via email by tomorrow BEFORE English
period. Remind students with soft copies devices are
needed tomorrow for presentation, or they may bring
a printed version.
First half of lesson allocated to collecting artwork,
finalising justification/ last minute issues, emailing
softcopy versions of double spread and justification
40 mins; to teacher if not done so already, setting up final
Assessment criteria,
Lesson 20 mins finalising Individual then creative pieces on desks accompanied by initial story
N/A story plan, creative
5 20 mins for forum whole class maps (to be collected for submission by teacher at the
piece, justification.
end). Second half to lesson; open forum of displays,
teacher to settle class at random times, choose a few
pieces and request a brief explanation from student
responsible for them, to the class.
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‘FLIGHT’ composition elements and techniques analysis.
Fill out the boxes below as per your group’s allocated extract.

Colour, lighting and shadowing, tone. Frame, angle, background, foreground

Character body language and facial expression Gaze and salience Text, tone, dialogue, figurative
language etc.
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VENN DIAGRAM – THEMES OF HOPE AND HOPELESSNESS

Both these themes are heavily integrated within the picture book ‘FLIGHT’, often so in juxtaposing ways, list sections of the book you feel are
accurate of this depiction in the middle then expand on the ways in which each theme is felt within that scene on the respective sides of the
diagram. NOTE; try to include at least one convention/technique that you can identify, in your explanations.

HOPE HOPELESSNESS
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Consider the way in which colour impacts a reader’s feelings about the
events of the plot in ‘FLIGHT’. Pick one section of the picture book
and use the WHEEL table to construct a paragraph about the
functionality of the colour palette and its impact on a reader’s sense of
empathy through mood and tone.

STORY PLAN. CHOSEN THEME:

W (What)

H (How)

E (Example)

E (Explain)

L (Link)
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Story Plan_Chosen Theme:
1. MY STORY WILL BE 2. MY STORY WILL BE A I WAS INSPIRED TO DO THIS FROM
CONNECTED TO THE (BACKSTORY, (REAL LIFE ACCOUNTS,
SECTION; FLASHBACK, INTERNAL DOCUMENTARY CLIPS. OTHER
MONOLOGUE, DREAM, TEXTS ETC)
MEMORY, ETC)

THE INTENDED EFFECT ON THE
READER’S SENSE OF EMPATHY I
HOPE MY STORY WILL HAVE IS;
THE ART
STYLE/COMPOSITION OF
MY DOUBLE SPREAD FOR
THE PICTURE BOOK WILL
BE;
TEXT FOR MY DOUBLE PAGE
SPREAD WILL CONTAIN (DIALOGUE,
SHORT OR LONG SENTENCES,
FIGURATIVE LANGUAGE – SIMILES,
METAPHORS, IMAGERY ETC; OR
LITERAL LANGUAGE, ETC)

Will your story give identity to the nameless characters/family? If so consider the following;

- How identities may make the reader feel about the situation at whole, especially their
sense of empathy.

- How many details will/can your double page spread give to mostly identity-less characters
from the picture book?

- Were you inspired from real life accounts of refugee’s as studies in class? If so, how can
you make this suitable for this picture book?

- Consider narrative voice, perspective and tone and how these may encapsulate your
chosen theme.

Composition technique Composition technique Composition technique

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Extract
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Questions for Discussion (regarding extract); both to be displayed on projector for class viewing and answers to be listed on board in
form of mind map.

How do you feel when you see this? (Encourage students to add onto/counter each other’s answers and give reasons for these feelings)

Does the extract remind you of anything? (Guide students into wording their answers compactly in relation to the visuals presented on the page
rather than just feeling they derive from it).

What does the title mean?

Heard of any stories/tales regarding this title? (What versions of these/any stories have they heard? Is it all the same understanding for
everyone?)

What have you assumed about the plot? (Based on?)

Consider current social/political issues in media;

- The current discourse (Encourage students to list as many as they can to refine which ones might apply to this story).
- How has it emerged? (Any recent changes in these narratives recently and/or what are some major factors that determined the
construction of nay stereotypes/assumptions we have as a society regarding stated social issues?)
- How is it shaped and what impact does it have on us? (Consider how different age groups may feel about as well as differing
demographics in an Australian context).
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ASSESSMENT TASK
Close study of FLIGHT by Nadia Wheatley & Armin Greder
Construct double page spread + justification.

Date: Term 1 Assessment 1 Weight: 25%

Stage: 5 Year 9 Standard English Type: In class submission

Notification: 15/04/19 Due date: 26/04/19

Students are to construct a double page spread as if it were a subsection of the picture book
story in ‘FLIGHT’, based on ONE major theme; HOPE or HOPELESSNESS. Students may
do this section in whichever format they like (digital, collage, artwork, by hand, photography,
clippings etc), this is to be accompanied by a 400-word justification which must include 4
paragraphs; 1 short paragraph on the plot/story and 3 body sized paragraphs on major
composition elements/techniques and its effect on the reader, especially in its relation of
empathy.

TASK.
PART 1: PLANNING

Students will be given a planning template to help them contextualise their;

- creative ideas for plot with;
- any research they wish to reference from the media coverage, documentary clips or
additional fiction and non-fiction texts covered in class and;
- their selected (3) conventions and techniques they will focus on for their justification.
This planning template for students double spread creative is essential to the final product and
students must complete this section as part of their creative process, it will be expected to be
submitted too. Students will receive this on Monday 22nd April, completion is expected during
class time.

PART 2: CREATIVE CONSTRUCTION

NOTE: For students wishing to use photography and art work (own material), they will be
expected to have begun work on these by in class time for construction of their double page
spread.

Students will be given approximately 1 class (preferably immediately after planning class) of
the week to complete the creative construction of their double page spread, students will be
allowed to continue work after school hours or at home however attendance for this period is
compulsory. As the double spread piece may be in hardcopy or softcopy, students may bring
in electronic devices for working/editing, teachers will provide as many arts and crafts
supplies as possible, if required art rooms may be used for this period. Accompanying text is
expected for this spread, a double page spread with no words will not be accepted.

PART 3: WRITTEN SECTION + JUSTIFICATION

Students to be given 2.5 class sessions to draft out and finalise their written text for their
double page spread and their 400-word justification. This allocated time should be taken
advantage of as your teacher will be available to assist you and guide you through the writing
stage. Student should ensure that;
17547840 21

- they include a short beginning paragraph explaining the plot of their double spread
(students who’s stories will be heavily inspired from real life media accounts and
literary texts NEED to cite this here), and its connection the section of ‘FLIGHT’ in
which it will extend from.
- their written pieces match the 3 selected conventions/techniques;
- each technique establishes and showcases their intended theme AND impact on a
reader’s sense of empathy
- that each paragraph follows the WHEEL template structure
- punctuation and grammar are correct
- electronic copies of this section are preferred, students may bring in their devices to
work on in class OR, be sent to ICT rooms/school library to use computers under
teacher supervision ONCE written drafts are finished.

STUDENTS CAUGHT PLAGIARISING ANY SECTION OF THEIR WORK WILL BE GIVEN

AN IMMEDIATE ZERO.

PART 4: SUBMISSION AND CLASS FORUM

Students must submit their assignments either via email or hardcopy on Friday 26th April
2019 by the FIRST HALF of their English period. The second half of this period will require
students to present their works around the classroom, they may display these at their desks for
all to see and discuss, your teacher may ask a few students to give a brief explanation of their
works during this. NOTE: students are not required to present their justifications at this
forum, however they may if this wish to, students with softcopy versions should display their
work on their electronic devices if possible or bring a print out.

OUTCOMES ASSESSED:

EN5-1A - responds to and composes increasingly sophisticated and sustained texts for
understanding, interpretation, critical analysis, imaginative expression and pleasure.

EN5-2A - effectively uses and critically assesses a wide range of processes, skills, strategies
and knowledge for responding to and composing a wide range of texts in different media and
technologies.

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.

EN5-7D - 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
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MARKING RUBRIC

Criteria Marks
Attendance for planning/editing/creative construction is
evident, student utilises resources available as well as
referring to additional material covered in class providing
context on media coverage, representation, accounts and 1 2 3 4
literature and other texts. Student submits all 3
components (plan, creative piece and justification) of the
assignment in completed condition.
Overall presentation – visual composition and selected art
style of piece work cohesively to present an appealing and
comprehensible sub section/addition to the ongoing plot 1 2 3 4 5 6
of ‘FLIGHT’ via scale, layout, colour palette and text
style.
Justification contains 4 required paragraphs consisting of;
concise summary and 3 body paragraphs expanding on 3
composition elements, respectively. Justification works 1 2 3 4 5
cohesively in its explanation and links each paragraph
well to the selected theme in context of plot.
Grammar and punctuation are correct, shows
understanding and correct use of metalanguage, form and
features in justification of use of selected devices in 1 2 3 4 5
relation to one another, connection to plot, selected theme
and impact on reader’s sense of empathy.
Student’s creative idea and justification on how to impact
contemporary’ audience’s sense of empathy, showcases
understanding of complex social barriers regarding
current stigmas and perspectives on issue of refugee’ and
1 2 3 4 5
cultural barriers on acceptance. Student can fluently
translate their intended direction for sense of empathy in
context of their chosen theme both visually and through
their justification.