1b Assessment 1

Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
Western Sydney
University
Secondary Curriculum 1B – English
ASSESSMENT 1
Lesson plans + professional rationale
Madeleine Clark
Student number: 18063631
Tutor: Ann Small

Professional Rationale
Careful consideration was taken when constructing the following three lesson plans. They
have been created around the Stage 5 syllabus, employing Outcome 6, ‘Students: investigate
the relationships between and among texts’ (Board of Studies, 2012, p. 62) combined with
the English Textual Concept (2016) of “Representation” (Department of Education). In order
to appeal to learners of all abilities, contemporary texts were selected for exploration in an
effort to engage students in developing their skills to identify, and analyse film and image. A
series of excerpts from Gurinder Chadha’s 2002 film Bend It Like Beckham have been coupled
with an image of David Beckham at his last professional football game (2013).
The decision to use the concept of ‘Representation’ was made according to the English
Textual Concepts (2016) which stated, “All representations carry personal and cultural
meanings and have personal and social effects” (Department of Education, 2016). This
concept provided the opportunity to analyse texts that were relevant to students and realistic
to their understanding of the English language. Simultaneously, incorporating aspects of
Peel’s (2009) ‘“Cultural studies” Model of English’ (p. 31) has been integral in developing how
these three lessons are to be taught. Using this model means the English classroom can be
used as a space to explore “representations of war, ethnic groups and religion” (p. 34).
Through the film and image, students are to be exposed to texts that explore social constructs
and represent the politics present within contemporary society.
In understanding that representation underpins “attitudes, beliefs and values” (Department

of Education, 2016), lesson one required the elemental analysis of gendered and cultural
expectations. Gurinder Chadha’s (2002) Bend It Like Beckham encapsulates the internal
struggle of shadowing culture and tradition in opposition to fulfilling one’s dream. By selecting
an engaging text, it was a personal opinion that the film addresses issues relevant to the
experiences of youth in the greater Western Sydney area. Thomas and Rothing (2017) state
the film ‘is explicit in portraying tensions and prejudices among communities’ (p. 263), all
issues of which have arguably been dealt with by teenagers within this society. Using this text
through the concept of representation, students ‘will explore how codes and conventions of
film work together to create meaning’ (Gannon, 2009, p. 180). Using expectations as a vehicle
for understanding representation encourages students to extrapolate the diverse possibilities
that are presented through text. From Gannon’s (2009) perspective, ‘students in English
classrooms are more likely to be viewing films in order to refine their written critical
responses…’ (p. 179). Lastly, the sequence was viewed twice with Gannon (2009) reasoning
that ‘repeated close viewing of key scenes will be necessary to assist students to unpack the
complexities of filmic language’ (p. 181).
Fahim and Seidi (2013) discussed the importance of “interaction” (p. 932) in the English
classroom. Creating activities around interacting with students and causing students to
interact with their peers. The focus of the second lesson therefore became centralised on
students interacting with the new text. The second text was an image of David Beckham after
finishing his last career football game in 2013. Using this text, it should become evident for
students that there is “potential for different readings of texts as representations are
questioned and reinterpreted” (Department of Education, 2016). Inviting students to share
their reading of the image correlates with Fahim and Seidi’s belief that interaction leads to
the ‘awareness of self-regulation’ (p. 934) and subsequently the desire to achieve the lesson’s
learning intention. That is why in the second lesson, a “praise-question-polish” (Daly, 2016 in
Boas & Gazis, 2016, p. 171) framework was used. Structuring an activity to include peer
feedback allows students to become acquainted with the ideas of their peers, make
suggestions and positively praise their suggestions.
The Quality Teaching Model (Ladwig & Gore, 2003) says “3.2 Cultural Knowledge” (p. 42)
occurs when “the lesson recognises and values claims to knowledge from multiple social
groups in an authentic, detailed and profound manner” (p. 42). It is with hope that this
outcome is achieved as a result of the third lesson. In providing students with this learning
experience, it was necessary to differentiate sequences within each lesson to provide a
chance for detailed and authentic understanding. Discussion is an activity that is featured in
every lesson. Richards (2017) attributes student success through ‘cumulative questioning and
discussion which guide and prompt, and expedite “handover” of concepts and principles’ (p.
17). For those students who have difficulty expressing their opinions on paper, means they
consistently have the opportunity to vocalise thoughts and internalise what they hear as
oppose to see.
Similarly, throughout each of the three lessons, there have been explicit opportunities
provided for students to work collaboratively through exploration of the texts. The choice to
incorporate this style of learning was decided based on the notion that, “Students have better
ideas as they share ideas, clarify misunderstandings and arrive at consensus” (Hattie, 2009 in
Boas & Gazis, 2016, p. 23). In recognition of Hattie’s (2009) research, students are expected
to work individually first, to ensure that they formulate somewhat of an idea prior to sharing
with their peers. The teacher can then divide the students into groups so there is a balance in
the talents and abilities of students. For example, placing a GAT student with an ESL student
with another peer allows the group to bring alternate perspectives and level the workload
based on their individual strengths. Should some students require extra support, the teacher
is enabled to spend quality time with a student whilst the class collaborates through group
work.
The activities completed within the three lessons have activities that are required to be
submitted to the teacher. Therefore, checking for a student’s understanding has been carried
out on several occasions. This was a deliberate choice to ensure that progression is monitored
and charted in records for reporting. In line with the Quality Teaching Model (Ladwig & Gore,
2003), incorporating different forms of activity encourages “2.5: students’ self-regulation” (p.
34) to “demonstrate autonomy and initiative” (p. 34). This enables the teacher to assess the
alternative work of students as they progress through the syllabus.
The lessons constructed have intertwined concepts to create profound learning experiences.
There are opportunities throughout each lesson for all students to access quality learning in
the classroom. Hopefully students will improve upon their knowledge of relationships
through texts and how meaning is created through representation.
LESSON 1: Investigating Bend It Like Beckham
Class: Stage 5 Time: 60 minutes
Pre-service teacher’s Objectives

 To improve on perception of time management (for starting and concluding the
lesson) and ensuring that time is allocated constructively for each activity.
 Maintaining student engagement by creating quality learning throughout each
activity within the lesson
 Ensuring that students identify and understand the gendered and cultural barriers
represented in the film excerpt
Outcome 6
A student:
 Investigates the relationships between and among texts EN5-6C
Students:
Engage personally with texts
o Explain and justify responses to texts and widening personal preferences
within and among texts
Materials
 Whiteboard and markers
 1 “Bend It Like Beckham” worksheet per student
 1 “reconceptualisation” worksheet per student
 Laptop and projector
Procedures
Time Organisation Teaching/ learning activities
0 – 5 Teacher led Students line up outside the classroom. They are invited into the
mins learning space. The teacher instructs the students to pull out
workbook and copy down the lesson’s learning intention.
Teacher writes learning intention on the whiteboard.

Learning intention: “How language and form are used by the
composer to develop meaning within the text”
The teacher will mark the class roll as the students copy this down.
6–8 Teacher led The teacher will explain to the students that this lesson will focus
mins on uncovering measures of “representation” within the Gurinder
Chadha’s 2002 film, Bend It Like Beckham. The teacher should
indicate to students that they are looking for instances in the film
excerpt whereby characters have been impacted by gendered
expectations or cultural values.
A worksheet will be provided to for each student by a student
helper.
In the meantime, the teacher will go about setting up the projector.
9 – 25 Individual The film excerpt should be played.
mins student Link: https://www.youtube.com/watch?v=OpmLuLUD134
work
The film sequence should be viewed twice – this provides students
with the opportunity to take notes which they may have overlooked
in the first viewing.
The teacher will explain to the students that the worksheet contains
four boxes. For the top two character boxes students will need to
take notes on behaviours Jess and Jules are exposed to due to their
desire to play soccer.
In the bottom two boxes students will need to decipher whether
the behavioural response is a gendered expectation or cultural
expectation.
The worksheet contains separate sections for the students to divide

the notes categorically. Sorting these responses into sections allows
for later discussion on the film excerpt to be had. Students will have
an easier time in ordering their thoughts and finding points
whereby they can identify significant moments where
representation affects their understanding of the text.
26 – Individual A class discussion should then be led by the teacher.
40 student After each question is asked, students should silently write
mins work / responses in their note books. Once they have considered their
Collaborative individual response to the question, they will then be invited to
student participate in a “Think, Pair, Share” with the person next to them.
work Then in groups of four, students should discuss their responses.
(This will provide students with the opportunity to be exposed to an
array of responses).
The teacher should prompt the class with discussion questions such
as:
 What were some of the gendered expectations inflicted upon
Jess and Jules?
Seeking responses such as: should be looking for makeup &
push up bras, dating boys, embracing femininity,
 What are some of the cultural expectations inflicted upon Jess
& Jules?
Seeking responses such as: Jess learning to cook traditional
Punjabi dinner, Jules “should be marrying a doctor” (Mum
doesn’t want her daughter to date a girl), wearing skirts and
dresses
 Why might the director, Gurinder Chadha, have positioned the
two main characters to experience these familial responses
just because they want to play soccer?
Seeking responses such as: to represent the connotations
associated with girls playing “male” sports, to demonstrate
the inequality experienced between the genders, to eradicate
the negative opinions associated with females pushing social
boundaries
During this time, the teacher should move around to each of the
groups and listen to the responses of the students.
Students who are struggling with some areas can ask their peers for
their suggestions also.
41 – Group work For the remainder of the lesson students (in groups of 4) will be
57 reconceptualising the text. The teacher should mix abilities
mins amongst the groups.
Students will answer the following (to be projected on whiteboard

and attached below)
“Reconceptualise your viewing so that implicit cultural and social
values are represented, relevant to our society in 2019”
The objective is for students to consider how choices within the film
have been intentionally used to sway means of representation and
how this characterises the females in the text.
The reconceptualisation can be done through a collaborative
written response, a story board or PowerPoint presentation
(worksheet attached).
58 – Teacher led The teacher should ask students to begin packing away their
60 belongings. Students should record their homework if the last
mins activity was incomplete.
Homework To complete the reconceptualisation activity (if it was not finished
in class time)
Evaluation/ Extension
During the next lesson I will set out to review the reconceptualisation of the each of the
groups, or at least have each group provide me with a copy of the response. This will allow
me to formatively assess the learning of students through the exploration of the film. It can
also double as an opportunity to decipher the analysis and justification skills of students (in
line with the syllabus outcome). Records can be kept of those areas of strength and weakness.
In retrospect
I am open to having the discussion about gender and culture issues before viewing the film.
I did this after the viewing because then students would have more material to deliberate.
The analysis of the text ends up with a reconceptualisation. This particular scenario may not
work for classes in terms of creativity and embracing resources. Potentially, this activity may
need to have been allocated more time.
Bend It Like Beckham

Jesminder Jules
Cultural Values Gendered Expectations

In your group of 4 you are to answer the question above.

You may present your response by either:
 Writing a collaborative response
 Creating a storyboard
 Constructing a presentation
Consider:
 How choices within the film have been intentionally used to sway means
of representation and how you could adapt this for your society
 How characters chose not to respond to gendered and cultural
expectations and the consequences of their choices
LESSON 2: Investigating media portrayals of a male sporting hero

 To ensure that I am helping students to understand the need to balance the
argument by presenting the film text in the last lesson, and the photograph text in
this lesson.
 To enable students to express their analysis of the text through writing.
Outcome 6
A student:
Students:
o Explain and justify responses to texts and widening personal preferences
within and among texts
Materials
 A copy of the text (image) for each student
 Laptop and projector
 Whiteboard
 1 x P-Q-P instructional sheet for each student
Procedures
0–5 Teacher led Students line up outside the classroom. They are invited into the
Learning intention: Considering how media outlets represent a male

sport star
The teacher will mark the class roll in this time.

6 – 10 Teacher led The teacher should ask the class for a reminder of what happened
mins in their previous lesson. The class should remember that they
deconstructed a film excerpt from Bend It Like Beckham where they
considered the way in which the female characters were
represented through their desire to play soccer even if meant going
against gendered and cultural expectations.
To balance out the texts, the students will in this lesson focus on an
image of David Beckham. The image should be projected on the
whiteboard. Each student should receive a copy of the image to
analyse and annotate (attached below).
For context, the teacher should share with the students that the text
has been taken from David Beckham’s last soccer game for Los
Angeles Galaxy in 2013.
The students will receive the opportunity to ask questions about the
text.
11 – Student led The teacher will break the class into three even groups (mixed
21 ability). They will receive an activity card at random (attached
mins below).
Students will have to consider either:
 Focalisation
(looking for ideas such as Beckham showered with
celebration, thrown in the air, camera focused on him,
triumphant career, heroic positioning)
 Foreground
(looking for ideas such as team mates, colleagues, coaches,
celebration, position below Beckham)
 Background
(looking for ideas such as fans, colours, clothing, cheering,
body language, flags, signage)
The development of these ideas is central to understanding the

impacts of representation. The students will use the recorded
opinions to inform their ideas in the next activity.
Taking one student from each group, a home group should be

formed. The trio will complete the next activity together by sharing
the ideas they established with their previous group.
While the students are collaborating, the teacher can ask students
to the see their “Reconceptualisation” from the previous lesson.
22 – Student led Students will prepare a written response to a question of their
47 choice.
mins There will be five response questions for the students to pick from.
The expectation is that students can prepare a response containing
3 paragraphs. However, there is a significant level of difference in
the difficulty of each question. For those gifted and talented
students, or students with additional learning needs, the questions
vary to cater for different abilities.
1. In what way has David Beckham been represented?

Consider the positioning, background and foreground of
the image.
2. Does this image intentionally persuade your view of David
Beckham? Why/why not?
3. How might the representation of Beckham as ‘hero’
influence personal understanding of the soccer player?
4. What are the intrinsic attitudes that we perceive from the
image?
5. How might the media site who published this text be
privileging the persona of David Beckham as a soccer
(football) player?
Each group has been allocated 25 minute timeline to complete this

activity. The teacher start of timer on the laptop.
47 – Teacher led As the timer ends, one student per group needs to create a post on
58 / student the Google classroom page and upload their response.
mins led
The teacher will then instruct each group to complete a “Praise-
Question-Polish” framework with the group clockwise from their
location.
The teacher needs to explain to the students that they will provide
peer feedback to the allocated group. This will be done in three
steps
1. Praise (explain what the group did well in their response)
2. Question (which area of the response requires clarification
or expansion?)
3. Polish (how would you encourage them to make their
response stronger?)
59 – Teacher led The teacher should direct the students to begin packing up their
60 belongings.
mins They will need to record their homework in their student diary.
Homework Using the peer feedback provided in the P-Q-P framework,
students should make amendments to their response.
This lesson was a continuation of the previous lesson’s syllabus outcome. Therefore, it is
essential to figure out if students have been able to understand the relationship we created
between the texts and why it is important to retain this knowledge as a basis for the next
lesson. Also, the peer marking strategy has been implemented in order to allow students to
see what their friends are capable of producing. For some students, this may be a beneficial
exercise in realising that effort needs to be put into their work when it is being peer mark. I
will be able to see whether effort has been increased and capability has been implemented.
In retrospect
The use of the photograph may be limiting for some students in terms of working beyond the
face value of the text. This requires deep thought for analysis, particularly with regard to
focalisation and exemplification of the subject. The activities in this lesson require
significantly more explanation than the last. Encouraging students to provide feedback for
their peers in a respectful and constructive manner may take more practice than just this one
lesson.
Regan, M. (2013). David Beckham’s last match ends in celebrations. Sports Illustrated. Retrieved from
https://www.si.com/soccer/2013/05/18/david-beckham-last-match-celebrations
Writing Task
Respond to one of the options below.
Your group should aim to write 3 paragraphs or 500 words.
Use specific examples when responding to your selection.
1. In what way has David Beckham been represented? Consider the positioning, background
and foreground of the image.
2. Does this image intentionally persuade your view of David Beckham? Why/why not?
3. How might the representation of Beckham as ‘hero’ influence personal understanding of

the soccer player?
4. What are the intrinsic attitudes that we perceive from the image?
5. How might the media site who published this text be privileging the persona of David
Beckham as a soccer (football) player?
Praise-Question-Polish
Assess your peers’ work by completing the following 3 steps:
1. Praise: let the group know what they did well, what you
liked, what you enjoyed
2. Question: what areas of the work were you unsure of?
What didn’t you understand?
3. Polish: let the group know what areas of the work could use
some more attention, what issues may need addressing or
what could be improved.
LESSON 3: Comparing representations of gender in sport

 Frame the learning completed in the last two lessons by combining both texts in this
lesson
 Assess whether students understand the relationship between the two texts
 Ensure students have the capacity to identify similarities and differences between
texts
Outcome 6
A student:
Students:
o Explore and appreciate the similarities and differences between and among
more demanding texts
Materials
 A copy of the texts for each student
 State of Student proforma for each student
Procedures
0–5 Teacher led Students line up outside the classroom. They are invited into the
Learning intention: “to identify the textual similarities and

differences between two texts”
The teacher will mark the class role in this time. The students should
copy the learning intention into their workbook.
6 – 20 Student led The teacher will explain to the class that the objective of this lesson
mins will focus on identifying the textual similarities and differences
between female and male representation in traditionally male
dominated sports. This will be based on studies of Bend It Like
Beckham and the image of Beckham being celebrated (used in the
two previous lessons).
Using two “demanding texts”, a still image from a scene of Bend It

Like Beckham has been paired with an image of David Beckham for
comparison.
Each student will receive a copy of the texts to annotate.

The students are going to be asked to discuss the similarities
between the two images.
Looking for responses such as:
 Same sport
 Similar body position
 Both framed by barriers
 Similar dream
They will then be asked to discuss the salient features of the

image.
Looking for responses such as:
Jess:
 Framed by the limits of her backyard
 Privacy of her familial unit
 Blocked by the washing in
 Dream out of reach
 Blurring of her face could mean hiding true identity
 Wearing regular clothes
 Wearing regular shoes
Beckham:
 Surrounded by sponsorship posters
 Dressed in a professional uniform
 Playing on a professional stadium field
 Has a major audience
 Wearing soccer boots
These responses will be used for the next activity.

21 – Student led In order to demonstrate their understanding about the power of
41 representation in texts, the students will host a panel show, State of
mins Student, discussing the following:
“To understand the intended representation of the subject in a text,

it is necessary to know the context in which it originates”
The class will be split into two groups. The teacher will set a timer
for twenty minutes. This time should be used by students to prepare
arguments using specific examples from each text.
The teacher should explain to the students that they need to

provide specific examples from both texts during the panel.
The point raised by each team should be discussed by both teams.
This exercise is not a debate – this may need to be explained. The

usefulness of this sequence is being able to raise a point and have a
group respond and contribute to the ideas presented. This will help
students in vocalising their opinions. Every team member must
contribute to the panel.
42 – Student led The teacher will act as convenor for the duration of the panel show.
58 / teacher
mins directed The teacher should also allocate a member from each side to record
the points raised by their team.
Whilst the students are allowed to keep their notes with them, they
should rely on their own knowledge about the texts in order to
maintain the flow of the panel.
59 – Teacher led The teacher should direct the students to begin packing up their
60 belongings.
mins
Homework N/A
Whilst the teacher acts as the convenor during the panel, he/she will need to take notes about
the students who have the capability to express their opinion. The teacher will need to see
that all students have verbally contributed to the panel. As the panel move through the
agenda, the teacher will be sure to write notes about the relevant and relatable evidence
presented by students. Student contribution to the panel should be noted for reporting.
In retrospect
The goal of this lesson was to get students to understand the relationship between the texts.
Hopefully the panel activity will help consolidate the understanding of the students. My
intention was to build their confidence in being able to present their argument and justify
responses. Potentially students will need guidance during the panel activity. But providing the
students with the opportunity to do an oral task differentiates from their usual written
responses.
A still image of Jess in her backyard & Beckham at a stadium in Los Angeles, California.
With your peers discuss (and take notes) about the similarities between the two images.
Then, discuss the salient features of each text.

STATE OF STUDENT
Following your exploration of the two texts you are to create a panel show
called, STATE OF STUDENT.
You need to deliberate some of the commonalities and differences you have
found between the texts with your opposition and discuss the impact of this
particular representation.
With your own team you need to develop strategies to discuss the relationship
between the texts and ensure that you use specific examples from your
analysis.
STATE OF STUDENT
analysis.
STATE OF STUDENT
analysis.
References
Australian Institute For Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
Board of Studies. (2012). English K-10 Syllabus Volume. 2 (English 7-10). Sydney, Australia:
Board of Studies.
Boas, E., & Gazis, S. (Eds.). (2016). The Artful English Teacher: over 100 practical strategies
for the English classroom. South Australia: Australian Association for the Teaching of
English.
Canva. (2018). Canva: Create a design. Retrieved from https://www.canva.com/
Chadha, G., (Director & Producer). (2002). Bend It Like Beckham [Film]. United Kingdom:
Warner Home Video.
David Beckham’s last match celebration [Image]. (2013, May 18). Retrieved from
https://www.si.com/soccer/2013/05/18/david-beckham-last-match-celebrations
David Beckham playing football [Image]. (2013, February 28). Retrieved from
https://www.lagalaxy.com/post/2013/02/28/la-galaxy-know-style-change-needed-they-
prepare-life-without-david-beckham
Dunn, S. (2014, March 24). Bend It Like Beckham – Gender Stereotypes [Video file].
Retrieved from https://www.youtube.com/watch?v=OpmLuLUD134
English Textual Concepts: Representation. (2016). State of NSW, Department of Education.

Retrieved from http://englishtextualconcepts.nsw.edu.au/content/representation
Fahim, M., & Seidi, A. (2013). Interaction and Interactive English Teaching in the High School
Level. Theory and Practice in Language Studies, 3 (6), 932-937. Doi:
10.4304/tpls.3.6.932-937
Gannon, S. (2009). Teaching Film. In S. Gannon, M. Howie & W. Sawyer (3rd Ed.), Charged
with Meaning reviewing English (pp. 179-184). Australia: Phoenix Education.
Jesminder and Jules triumphant after game win [Image]. (2017, April 11). Retrieved from
https://celebrity.nine.com.au/2017/04/11/16/58/bend-it-like-beckham-cast-then-and-now
Jesminder Bhamra kicking goals in her backyard [Image]. (2010, December 31). Retrieved
from https://www.theguardian.com/world/2010/dec/31/north-korea-david-
beckham-film
Ladwig, J.G., & Gore. J. (2003). Quality teaching in NSW public schools: A classroom practice
guide. Sydney, Australia: NSW Department of Education and Training. Retrieved
from https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf
Peel, R. (2009). ‘Cultural Studies’ Model of English. In S. Gannon, M. Howie & W. Sawyer (3rd
Ed.), Charged with Meaning reviewing English (pp. 31-39). Australia: Phoenix
Education.
Richards, J.C. (2017). Teaching English through English: Proficiency, pedagogy and
performance. RELC Journal, 48 (1), 7-30. Doi: 10.1177/0033688217690059
Thomas, P., & Rothing, A. (2017). Exploring feminism in a multicultural classroom: using
Bend It Like Beckham as a tool in a high school class. Intercultural Education, 28 (3),
250-268. Doi: 10.1080/14675986.2017.1333757

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1b Assessment 1

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Madeleine Clark Secondary Curriculum 1B: English 102088

18063631 Assessment 1 Tutor: Ann Small

Tutor: Ann Small

In understanding that representation underpins “attitudes, beliefs and values” (Department

Class: Stage 5 Time: 60 minutes

Pre-service teacher’s Objectives

Teacher writes learning intention on the whiteboard.

The worksheet contains separate sections for the students to divide

Students will answer the following (to be projected on whiteboard

Bend It Like Beckham

Cultural Values Gendered Expectations

In your group of 4 you are to answer the question above.

Class: Stage 5 Time: 60 minutes

Pre-service teacher’s Objectives

Learning intention: Considering how media outlets represent a male

The teacher will mark the class roll in this time.

The development of these ideas is central to understanding the

Taking one student from each group, a home group should be

1. In what way has David Beckham been represented?

Each group has been allocated 25 minute timeline to complete this

3. How might the representation of Beckham as ‘hero’ influence personal understanding of

Class: Stage 5 Time: 60 minutes

Pre-service teacher’s Objectives

Learning intention: “to identify the textual similarities and

Using two “demanding texts”, a still image from a scene of Bend It

Each student will receive a copy of the texts to annotate.

They will then be asked to discuss the salient features of the

These responses will be used for the next activity.

“To understand the intended representation of the subject in a text,

The teacher should explain to the students that they need to

This exercise is not a debate – this may need to be explained. The

Then, discuss the salient features of each text.

Canva. (2018). Canva: Create a design. Retrieved from https://www.canva.com/

English Textual Concepts: Representation. (2016). State of NSW, Department of Education.

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