General English 2019Unit 2 teaching, learning and assessment plan NB: This is version of the TLAP is not in keeping with the QCAA exemplar. The intention was to provide a less ‘busy’ working document that reflects the teaching approach of the school. It should be read in conjunction with the online syllabus documents.

Unit 2: Texts and culture Unit descriptionIn Unit 2, students explore cultural experiences of the world through engaging with a variety of texts, including a focus on Australian cultures for at least half of the unit. Building on Unit 1, students develop their understanding of how relationships between language, text, purpose, context and audience shape meaning and cultural perspectives. By engaging with a variety of texts, including Australian texts, students examine the relationship between language and identity, the effect of textual choices and the ways in which these choices position audiences for particular purposes, revealing attitudes, values and beliefs. Students respond to and create imaginative and analytical texts of their own. In responding to texts, students analyse the relationship between language, representation, identity and cultural context, uncovering cultural assumptions, attitudes, values and beliefs that underpin texts. In creating texts, students purposefully shape perspectives and representations that reveal certain cultural attitudes, values and beliefs.

Unit objectivesBy the end of this unit, students will:

1. use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations including public audiences

2. establish and maintain roles of the writer/speaker/signer/designer and relationships with a range of audiences, including public audiences

3. create and analyse perspectives and representations of concepts, identities, times and places in a range of texts

4. make use of, in their own texts, the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions, and analyse these ways in texts created by others

5. use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts

6. select and synthesise subject matter to support perspectives

7. organise and sequence subject matter to achieve particular purposes

8. use cohesive devices to emphasise ideas and connect parts of texts

9. make language choices for particular purposes and contexts

10. use grammar and language structures for particular purposes in written, spoken and/or multimodal texts

11. use mode-appropriate features to achieve particular purposes.

Assessment plan

Assessment details Objectives to be assessed (task-specific syllabus objectives) Conditions Date

FA 3: Formative internal assessment: imaginative written ContextPenguin Books is publishing a spin-off of Nam Le’s The Boat that represents a broader cultural perspective than the original. You will be given a choice of two stories from which to respond.

TaskSubmit a short story that challenges or reinforces a cultural assumption, attitude, value or belief related to the concept of displacement in Australian culture.

1. use patterns and conventions of a short story to achieve particular purposes in a specific context 2. establish and maintain the role of the writer and relationship with audiences 3. create perspectives and representations of concepts, identities, times and places in a short story4. make use of the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions 5. use aesthetic features and stylistic devices to achieve purposes 6. select and synthesise subject matter to support perspectives 7. organise and sequence subject matter to achieve particular purposes 8. use cohesive devices to emphasise ideas and connect parts of a short story 9. make language choices for particular purposes and contexts 10. use grammar and language structures for particular purposes 11. use written features, including conventional spelling and punctuation, to achieve particular purposes

Written 800-1000 words1 week notice2 hours plus planning 15 mins

Term 2Week 10

FA4: Formative Internal assessment: unseen analytical written response

TaskStudents respond to an unseen essay question about The Crucible..

1. use patterns and conventions of an analytical essay to respond to an unseen question/task2. establish and maintain the role of the writer and relationships with readers 3. analyse perspectives and representations of concepts, identities, times and places in literary text4. analyse the ways cultural assumptions, attitudes, values and beliefs underpin a literary text and invite audiences to take up

positions 5. analyse the effects of aesthetic features and stylistic devices in a literary text 6. select and synthesise subject matter to support perspectives in an essay response to an unseen question/task7. organise and sequence subject matter to achieve particular purposes 8. use cohesive devices to emphasise ideas and connect parts of an essay9. make language choices for particular purposes in an essay 10. use grammar and language structures for particular purposes in an essay11. use written features to achieve particular purposes in an essay

Written 800-1000 words2 hours plus planning 15 minsUnseen topic

Term 3 Week 9

Teaching and learning planPlease be advised that this resource may contain images, voices, names or references to deceased persons. This may be in the form of photographs, film, audio recordings or printed material included or referenced as part of this resource. Some references may contain terms or reflect attitudes that are inappropriate today but are provided in a historical context.

This unit focuses on texts and culture through an examination of two topics:

Topic1: concepts of place and displacement as it is represented in short stories by Nam Le in his collection The Boat, Archie Weller’s “Going Home” and Melissa Lucashenko’s “Dreamers”

Topic 2: relationships between language, representation, identity and cultural context in Arthur Miller’s The Crucible.

Topic 1 Australian Texts

General English 2019Unit 2 teaching, learning and assessment plan

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The unit description as per the syllabusThe purpose of this topic is for students to develop their understanding of how the relationships between language, text, purpose, context and audience shape meaning and cultural perspective. By engaging in a close study of five short stories (by Nam Le, Archie Weller and Melissa Lucashenko), students will examine the relationship between language and Australian identity in a range of cultural contexts. They will examine the effects of textual choices and the ways in which these choices reveal particular attitudes, values and beliefs. By writing a short story of their own related to the concepts of place and displacement, students will purposefully shape perspectives and representations that challenge or reinforce a cultural assumption, attitude, value or belief underpinning one of the studied texts.

Our approach to this topicWe will use a context-text model of language to demonstrate to students the connection between a cultural imperative for Australians to create texts and the specific language choices we make in our writing. In particular, we will build field knowledge about the concepts of place and displacement in Australian culture – exploring the idea that Australians from diverse backgrounds can experience displacement. For the purpose of this unit, displacement is defined as disconnection or dislocation from important aspects of cultural identity and/or from other people in our communities. The stories of Nam Le, Archie Weller and Melissa Lucashenko demonstrate: how individuals might feel like an outsiders amongst their parents, siblings or friends; the connections we feel to particular places – and the significance of the concept of place in stories generally; and the importance of knowing about important events that have shaped our identity and help us understand our place in Australian culture/s.

We will use Reading to Learn teaching strategies to investigate the language choices expert writers make. Students will be able to see how these authors challenge or reinforce particular cultural assumption, attitudes, values or beliefs. Working from collaboration to independence, students will further use these stories as models for: the use of aesthetic features and stylistic devices; sequencing and organising subject matter; cohesion; grammar and language; and conventional spelling and punctuation. Supporting strategies will include: personal, structural, cultural and critical reading frames; text-dependent questions; and reading routines. Sentence strategies from Write-that-essay might also be referred to by teachers as a way of maintaining this shared language about writing in their classes.

Our learning goals for this topic1. read and understand the concept and representations of place and displacement in information texts and narratives

2. use the generic structure (stages and phases) of a narrative (ORIENTATION, COMPLICATION) to create the plot of a short story.

3. use aesthetic features and stylistic devices of a narrative to make your intended meaning clearly, forcefully and beautifully

4. use grammar and punctuation for meaning and effect.

Key resources for this topic A selection of articles related to ‘displacement’ e.g.

o https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/bn/2012-2013/boatarrivals https://museumsvictoria.com.au/longform/journeys-to-australia/

o http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime-history/1945-1965/index.html https://www.sbs.com.au/news/timeline-australia-s-immigration-policy https://www.noborders-group.com/about-us/History-of-Immigration-Australia

o https://www.abc.net.au/news/2016-05-18/badami-aussie-is-about-more-than-where-you-came-from/7420818

o https://theconversation.com/refugees-in-their-own-land-how-indigenous-people-are-still-homeless-in-modern-australia-55183 https://australianstogether.org.au/discover/australian-history/get-over-it/

o https://www.artshub.com.au/festival/news-article/sponsored-content/festivals/richard-watts/the-art-of-displacement-how-ozasia-festival-celebrates-contemporary-practice-256497

o https://www.care.org.au/blog/a-decade-of-displacement/

Five short stories for deep study – from The Boat, by Nam Le: 1. "Love and Honour and Pity and Pride and Compassion and Sacrifice”; 2. "Halflead Bay"; and 3. "The Boat".

And from Going Home, by Archie Weller: 4. “Going Home"

And from The Best Australian Stories 2017 5. “Dreamers” by Melissa Lucashenko

Selected activities from chapters five and six of English for Queensland, Oxford University Press

8 Weeks A suggested sequence of learning experiences for Unit 2 Topic 1 Key resourcesWeek 1 ORIENTING

Set up a writer’s journal (Re)-introduce the context-text model and the concept of representation and revise definitions of subject-specific vocab including representation, world view, values, attitudes, beliefs, identity, culture, dominant, marginalised as they can be revealed in literature. Use personal, structural and cultural frames to respond to readings from

English for Queensland Units 1&2, 5.1-5.4

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Laurinda, by Alice Pung.

Complete Activity 5.1 (personal identity map) and 5.2a2 (school culture mind map) Laurinda extract 1: Complete 5.4a then complete a mind map for the culture of a school very different from ours (e.g. monocultural, disorderly, rich, poor,

selective) and rewrite the excerpt using Alice Pung’s sentence patterns or write a letter to a selected friend from here about your experience of a significant event (e.g. a parade or other performance event, a lesson, a fight, buying lunch at the tuckshop) in your new place.

Laurinda extract 2: Complete 5.4b then write the dialogue for a conversation between you and community member connected with your old school.

Untidy Towns reading and activities as extension or homework

Week 2ORIENTINGBuilding Field Knowledge - Concept of displacement, social-historical context of the Vietnam War and significant events for Indigenous AustraliansText-dependent Questions and Reading RoutinesTimeline #numeracy we can add to for each story

Texts about displacement, including Vietnam War and Indigenous experience

Week 3

Week 4Week 5Week 6

Week 7

ENHANCING

Reading to Learn writers’ workshop series built around five short stories.

Story 1: Preparation for reading-joint construction-collaborative construction then detailed reading(description)-individual rewriting (longwrite 1) http://www.sbs.com.au/theboat/

Stories 2-4 Preparing for reading – detailed reading – joint rewriting – individual rewriting*Workshop 2: Focus on phases in ORIENTATIONWorkshop 3: Focus on phases in COMPLICATIONWorkshop 4: Focus on phases in RESOLUTION*individual rewritings become a series of mini-exams, peer marked

Story 5: Preparation for reading-joint construction-collaborative construction then detailed reading*-collaborative rewriting-individual rewriting (longwrite 2 AKA practice exam)*class decision about stage and/or phase for focus

Four short stories for deep study

From The Boat, by Nam Le: 1. "The Boat" 2. "Halflead Bay"3. "Love and Honour and Pity and Pride and Compassion and Sacrifice”

And from The Best Australian Stories 2017 4. “Dreamers” by Melissa Lucashenko

And from Going Home, by Archie Weller: 5. “Going Home"

Week 8 SYNTHESISINGDistribute assessmentPeer and teacher conferencing

FA3

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Topic 2 The CrucibleThe unit description as per the syllabusThe purpose of this topic is for students to develop their understanding of how relationships between language, text, purpose, context and audience shape meaning and cultural perspectives. Students will engage with Arthur Miller’s The Crucible, written in 1952, about the witch trials in colonial Salem – an allegory for the witch-hunt atmosphere in anti-communist/McCarthyist America in the 1950s. Students will examine the effect of Miller’s textual choices and the ways in which these choices position audiences for particular purposes, revealing (his own and challenging prevailing/powerful) attitudes, values and beliefs. By writing an analytical essay, students analyse the relationship between language, representation, identity and cultural context, uncovering cultural assumptions, attitudes, values and beliefs that underpin texts. Our approach to this topicWe will teach students to purposefully read the studied text multiple times so that they know it well and can prepare information ahead of their unseen exam (where they will not have access to the playscript).

We will use a reading framework (personal, cultural, structural, critical) as presented in English for Queensland, Oxford University Press to support students to analyse the storyworld, characters, plot & story to interpret meanings and critique the play and prepare for an unseen exam.

We will use a context-text model of language to deconstruct, model and practise preparing and writing analytical expositions. In particular, we will build field knowledge about relevant: times and places (late 1700s colonial Salem; 1950s anti-communist America); concepts (theocracy, Puritanism, patriarchy, McCarthyism). Themes will include:

Justice – failures of, power, who speaks? Who is silenced or ignored?

Lying, deception – failures of morality like betrayal, vengeance, disputes

Fear & hysteria

Integrity - ethics, morals, goodness, loyalty, honest, self-respect and having a good ‘name’

beliefs – religion, witchcraft, the supernatural + otherness (note race with Tituba and association with primitive culture)

gender – how are men and women represented differently, who has power and how do they get it?

Associated motifs & symbols (e.g. birds and flying, punishment, books, religious artefacts, adultery, accusations & blame, poppets, the woods). The power of evaluative language, including aesthetic features (Appraisal resources) and stylist devices (like foreshadowing, etc.)

Students will develop understanding about meanings and interpret overall messages in the text.

We will use Reading to Learn teaching strategies to investigate the language choices expert writers make in analytical expositions. Students will be able to see how other writers challenge or reinforce particular cultural assumptions, attitudes, values or beliefs. Working from collaboration to independence, students will further use exemplars and collaborative constructions as models for: the use of aesthetic features and stylistic devices; sequencing and organising subject matter; cohesion; grammar and language; and conventional spelling and punctuation.

Supporting strategies may include: text-dependent questions; and reading routines. Sentence and paragraph strategies from Write-that-essay might also be referred to by teachers as a way of maintaining this shared language about writing in their classes.

Our learning goals for this topic1. Use generic patterns and conventions of an analytical essay (interpretation) to support an analysis of the subject matter (as

per the unseen exam task) in a literary text

a. Thesis (introduction to focus text, position on text, definition of/reference to key terms, preview of elements)b. Element evaluation (claim, elaboration, example/s, warrantc. Reiteration (review, restate thesis, final observation)

2. Use grammar, cohesive devices and the integration of quotes (mode-appropriate feature) to control the textual features of an analytical essay (interpretation)

3. analyse the relationship between language, representation, identity and cultural context, uncovering cultural assumptions, attitudes, values and beliefs that underpin texts.

Key resources for this topic The Crucible, Arthur Miller

A selection of texts related to ant-communism and McCarthyism, e.g.

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o https://millercenter.org/the-presidency/educational-resources/age-of-eisenhower/mcarthyism-red-scare

o https://willyama.libguides.com/c.php?g=817934 – a Modern History stimulus sheet about anti-communism in Australia

Selected activities from chapters five (5.5-5.7 re Othello and Chapter 7 re Creating Textual Responses re Lady Helen and the Dark Days Club) in English for Queensland, Oxford University Press

https://www.sparknotes.com/lit/crucible/

9 Weeks A suggested sequence of learning experiences for Unit 2 Topic 2 Key resourcesWeek 1 ORIENTING

Building Field Knowledge

- Cultural context for The Crucible – connection between beliefs about witchcraft and behaviour (class witch hunt and reading of A Note on the Historical Accuracy and Miller’s opening exposition pp14-17) Students complete a pretest essay analysing how the Monty Python scene invites the audience to view the witch trials of the middle ages. Introduce proficiency scales as an initial guide.

- The Crucible as an allegory for McArthyism in 1950’s USA. #numeracy timelines. Introduce the concept of reading 3 times.

Monty Python skethVarious resources related to McCarthyism, witchcraft, and puritanism

Week 2ENHANCING

- First reading (Film viewing) and responding personally: How does this text make you feel? What were the first things you noticed? Can you see your own story or perspective in this text? Does it remind you of any other texts?

- Introduce students to Sparknotes resource as a study support.

Film: The CruciblePlay: The Crucible

Week 3Act 1 Second Reading (pp27-30 Abigail and Proctor)

- Introduce potential themes and have students try to create an essay question. Introduce the External Exam Troll character.- Begin second reading: Use inductive reasoning to interpret meaning in relation to a key concept or theme and write a well structured body (element evaluation )

paragraph. Introduce the Oxford textbook chapter 7 as a study resource for essay writing skill.

Practice essay: Use I do-we do-you do paragraphs to construct a complete essay: Analyse how Arthur Miller creates world where the established social order is threatened in Act I of The Crucible.

Film: The CruciblePlay: The Crucible

QCAA public and mock resources (NB: do not share the mock resources with students)

Sample responses

Week 4

Act 2 Second Reading (Abigail’s ‘pointy reckoning’ speech and Elizabeth’s arrest)

- Practice inductive reasoning using selected excerpt from Act II. Introduce character tables.- Model effective introducting (thesis) and conclusion (reiteration) paragraphs.- Appraisal: interpret meaning by understanding that a character’s tone indicates attitude

Practice essay: In The Crucible, Abigail and Elizabeth are foils - two characters in a literary work who serve as contrasts to each other. Analyse how this approach invites the audience to view Elizabeth’s character.

Week 5 Act 3 Second Reading (second half of Act, excerpts from the courtroom scene)

- Model interpreting the essay question and improving each pargraph type for Week 4 question.- Students collaboratively (theme groups) select excerpt from the second half of Act III and together practice inductive reasoning and paragraph planning (finish week

6)

Week 6 Act 4 Second Reading (Proctor’s confession and refusal to give up his name)

- Complete collaborative paragraph planning and individual writing from week 5 (Act III) focusing on cohesion. Conduct peer marking of paragraphs, share pargraphs betweenn groups and practise designing a possible exam question using this collection of pargraphs.

- Students practice inductive reading and pargraph writing for Act 4 excerpt – John Proctor’s ‘name’

Students collaboratively select own excerpt from the second half of Act III and together practice inductive reasoning and pargraph planning

Week 7 SYNTHESISING

- introduce practice exam questions and revise procedure for question analysis and response preparation- essay cut-up group activity

Week 8 Introduce streamline version of planning for practice exams – and provide class time for this purpose.

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Week 9 Exam FA4 Thursday

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