Matthew McClure, SID: 18372205

102098 Contemporary Teacher Leadership

Assessment Task 1: Report

Matthew McClure, SID: 18372205

Abstract:
This report is intended for the English faculty at Bonnyrigg High School and offers an appraisal of a stage five unit considering the

intersection of race, justice and prejudice within set literature. The report seeks to update the unit program by restructuring it in accordance

with the Understanding by Design’s principle of backward mapping. Methods for developing students’ personal and social capabilities,

literacy, numeracy and ICT skills will be suggested within a broader inquiry-based pedagogy. The unit of work will also be expanded to

include meta-cognition strategies, threshold concepts and quality teaching model standards.

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Matthew McClure, SID: 18372205

Table of Contents:
(a) Executive Summary……………………………………………………….3
(b) Unit Background………………………………………………………….4
(c) Comparative Table.……………………………………………………….4
(d) Recommendations.……………………………………………………….7
(e) References.……………………………………………………………….11
(f) Reconstructed Unit: program.……………………………………………13
(g) Reconstructed Unit: assessment and concept map……………………….26
(h) Appendices (Original Documents) ………………………………………29

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Matthew McClure, SID: 18372205

(a) Executive Summary:

The original program contains both strengths and areas for improvement. A critical appraisal of these, supported by academic literature,
forms this report’s goals and recommendations.
 Program Strengths:
The unit was largely effective in:
(1) Engaging students’ cultural knowledge to build new understandings. (However, no specialised provision was made for Indigenous
learners.)
(2) Produce quality learning environments by using cultural assets, teacher modeling, explicit instruction and visual learning. This served to
regularly engage critical and creative thinking.

 Program Shortcomings:
This report’s comparative table will identify shortcomings within the unit program. Broadly, these shortcomings can be grouped in four
categories:
(1) Lack of measures within the program to assess student progress (‘assessment of’ and ‘assessment for learning’)
(2) Failure to effectively address certain General Capabilities and Cross-Curriculum Priorities (literacy, numeracy, ICT, personal and
social capabilities)
(3) Limited focus on students’ construction and application of knowledge; compounded by a poor communication of threshold concepts
(4) Failure to differentiate for Indigenous learners’ unique needs (10 percent of the cohort is Indigenous).

 Report’s Goals and Recommendations:

This report reconstructs the program on ‘To Kill a Mockingbird’ to address the aforementioned shortcomings. This reconstruction aims to
modify (rather than overhaul) the existing program. Principles of distributed instructional leadership, articulation strategies and guided
mastery will be integrated to increase the changes’ appeal. In doing this, inquiry-based learning and Understanding by Design (UbD) values
will be incorporated. As a result, the program aims to:
(1) Provide the program with mechanisms to measure student progress (namely summative and formative assessments)
(2) Align the program with other, concurrent teaching programs (backward mapping) to enhance students’ understanding of literacy,
numeracy and threshold concepts across their learning experiences
(3) Improve the unit’s use of meta-cognition and collaborative learning to develop students’ personal and social capabilities
(4) Differentiate tasks for the 10 percent Indigenous population in the cohort.
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(b) Unit Background:

 Unit’s Objectives and Teaching Context:
The English unit, entitled ‘Do unto others’, aimed to engage students in a consideration of race, discrimination and justice through a study of
written, oral and visual texts. The centre text and prime focus of the unit is a study of Harper Lee’s book, ‘To Kill a Mockingbird’ (1960).
The unit was taught to a mixed-ability Year 9 cohort at Bonnyrigg High School which consisted of:
i. 278 students in a school of over 1600
ii. 63 percent of year 9 learners were from a non-English speaking background (LBOTE)
iii. 29 of the 278 students (10 percent) were from an Indigenous background; uniquely high compared to other year groups.
iv. The gender split was 47-53 in females’ favour.
v. ‘To Kill a Mockingbird’ was the basis for programming and lesson planning in the original unit; the UbD was not consulted.

 Resources Provided:
In teaching the unit, I was supplied with a unit program, scope and sequence and the literary texts for study. The expectation was that the
program’s outcomes and the texts’ content would guide lesson planning. Additional guides such as a concept map, summative assessment
task and rubric were not provided. Each Indigenous student had a personalised learning pathway which was accessible electronically; no hard
copy was provided.

(c) Comparative Table

Area of Strengths of the area of Concerns of the area of Suggested Changes to Research support for the changes suggested.
consideration consideration consideration counteract concerns

Class time specifically
dedicated to developing essay
Literacy writing skills for summative
assessment task.
The allotted time spans only one
week. There is no on-going feedback
nor a constructivist approach.
Additionally, core ideas of the
English classroom such as ‘narration’
are absent.
Set aside a few minutes each class
to target and review essay skills.
This allows for prior-knowledge
to be engaged and feedback
provided for students to build-
upon. If this is done at the start of
Boaz and Gazis (2016) argue that English
programs must have a sustained development of
key literacy skills. This process requires moving
beyond basic literacy and developing knowledge
of advanced concepts such as stylistics and
character. By regularly engaging short formative
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Students regularly engage in
writing tasks to reinforce
content.
Use of timelines to map the
changes in race relations in the
Numeracy USA. Compliments students’
understanding of the key text.
Use of some photos with
timelines to support visual
mapping of students’ learning.
Students repeatedly invited to
Critical and consider what they already
Creative know of content and infer from
Thinking that to construct new
knowledge. This is then
formally applied to set class
tasks.
No monitoring of these written tasks
is planned for. Potential spelling and
punctuation errors are reinforced due
to a lack of correction.
Timelines and events are not
explicitly linked to events in the
literature for study. Numeracy skills
should enhance learning quality.
No use of additional resources e.g.
graphs, data tables or visual-
numerical representations to illustrate
unit threads.
No differentiation for students who
lack prior knowledge. No
development of skills for inferring to
build new understanding. Indigenous
knowledge construction pathways
such as non-linear learning are not
present.
a class, subsequent tasks can
reinforce that learning.
Review students’ written work.
Occasionally collects books after
a class and review a section of
written work. In group and pair-
based work, monitor students’
social and personal skills
focussing on co-operation.
Use visual learning methods to
illustrate events contemporary to
the chosen literature. Calculate
and illustrate unit threads e.g.
change over time.
In highlighting racial inequalities,
provide graphs to visually
represent the differences in
employment, income, access to
healthcare etc. Use numbers to
highlight quality of living
disparities.
Utilise formative assessments to
check on individual learners’
progress. If a learner is ‘behind’,
differentiate instruction to target
their needs. Ensure Indigenous
students’ personal learning plans
are consulted to guide
differentiation choices.
tasks and prior knowledge, a fluid link between
‘basic’ literacy and’ advanced’ literacy skills can
be constructed for use in assessments.
The use of regular assessments of learning are
vital for student development (Spiewak, 2015).
These enable the teacher to provide feedback
and praise or changes to practice if needed.
Spiewak (2015) adds that this process develops
students’ social-emotional capabilities when
literacy tasks take place within a collaborative
task context.
In the English classroom, students’ textual
understanding can be supplemented by effective
numerical representation (Didau, 2014). This
involves bolstering understanding by providing
‘frameworks’ such as timelines. Changes must
be explicitly linked to content so that numeracy
has genuine significance.
Spiro (2016) notes the role of numeracy in
developing written communication skills. The
use of statistics, graphs and numerical contrasts
provide an important strategy in written
communication. Moreover, it aids learning by
simplifying potentially abstract content such as
‘equality’ or ‘injustice’. These re instead
represented as more tangible ‘income’ or
‘property ownership’.
The use of formative assessment compliments a
UbD program framework. Turner (2016) argues
that it not only measures student achievement
but, consequently, maps future learning
experiences by showing teachers what outcomes
are not being met. This is especially useful in
Indigenous education as it elucidates the
effectiveness of intervention strategies.
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Program encourages students
to use their cultural knowledge
of Australia to gain new
understanding.
Use of some collaborative
Personal and learning techniques: class
Social discussions and group
Capabilities activities. Appropriately uses
resources to compliment this
methodology.
Some evidence of backward
mapping as class time is
Understanding specifically dedicated to
by Design preparing students for their
summative assessment task.
Some themes and threshold
concepts are developed
consistently throughout the
unit. For example, writing
tasks and unit-related concepts
of ‘justice’ and ‘race’ reappear
and are developed through
classwork.
The class had a significant portion of Utilise Indigenous pedagogical By using Indigenous-specific approaches, the
Indigenous students; methods for models (such as ‘Eight Ways’) to development of students’ critical and creative
engaging their specific cultural empower Indigenous learners to capacities will be optimised. DeLecce (2018)
knowledge should be prepared; connect cultural knowledge to provides a case study showing a natural
provide the optional learning class content. correlation between Indigenous learning
pathways for students’ benefit. pathways and curriculum general capabilities.
Collaborative techniques are used Use collaborative strategies with a Pereira (2016) notes that the use of student-
irregularly and with little structural clear purpose; use formative directed learning and interaction-based class
purpose. Some potentially lack assessments to measure strategies’ work develops students’ social skills. Pereira
direction with regard to the success. Ensure students pair in asserts that by providing learners with an
summative assessment; poor quality differing groups to extend social obstacle that must be overcome within a social
learning environment. development. Also, uses one-on- framework, learners will utilise available assets
one and pair-based strategies (that being, each other) to succeed.
where possible. This will develop
peer-to-peer and peer-to-teacher
rapport.
The use of formative assessments Whilst setting broad outcomes Almasaeid (2017) provides a case study that
and learning outcomes to guide and unit concepts, have specific compares students’ success in a Science
teaching is infrequent and narrow in and differentiated strategies for classroom when overarching concepts are
scope. Assessments that are used lack incorporating these in the provided and again when absent. Accordingly,
explicit connection to overall classroom tasks; for example, use he champions the idea of threshold concepts
outcomes and threshold concepts. proximal development-centred providing a “causeway” down which students’
tasks within an inquiry-based future knowledge construction can flow.
approach.
Unit is not strongly ‘tied-together’ by Pre-set clear concepts and By providing a concept map, Pereira (2016)
coherent learning threads and assessable outcomes that are notes that learners can see both the overarching
consistent targeting of curriculum required in the summative themes of a topic as well as the connections
outcomes. Lessons generally provide assessment. Backwards map between specific content. This is useful in
isolated enquiry into parts of the unit teaching to consistently target preparing students for success in summative
topic. Using the key text as the these concepts and skills in class. assessments as the connectivity of class content
centre-point for planning further Provide a concept map to favours knowledge construction. This
causes lessons to be unaligned and supplement this. pedagogical structure can be utilised and
isolated from overall learning goals. modified by the teacher to develop relevant
outcome skills.
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(d) Recommendations

The following critical analysis considers the current program’s strengths, shortcomings and research-based solutions to improve student outcomes and

meet Quality Teaching Model standards.

Strengths:

The existing program demonstrates several strengths. Its use of teacher-modelled inquiry strategies and contrasting textual viewpoints targets students’

critical and creative thinking. In turn, it encourages students to think imaginatively about the actions and motives of characters; thus, developing learners’

higher-order thinking (DeLecce, 2018). Also, regular use of ICT and visual learning strategies compliment this by providing additional “access points to

content” (DeLecce, 2018). These strengths should be valued and retained.

Shortcomings:

However, the program contains two macro-problems: (1) it is not consistently contextually responsive, and (2) it makes assumptions about student

development. These manifest in three specific ways:

Firstly, the program lacks Indigenous learning pathways for its ten percent Indigenous population. Secondly, the program contains several literacy-

based tasks such as written responses and essay practise. However, this is not supplemented by formative assessments, meta-cognition strategies, feedback or

the use of numeracy to communicate content. Ultimately, the program loosely develops students’ general capabilities and does not provide the pedagogical

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framework to supplement such development. Last, the absence of key resources hampers student development. Absent resources include a summative

assessment task and rubric, a concept map and overall threshold concepts. This deprives the program of direction and a clear end-point for knowledge gains.

Solutions: the function and benefit of ‘backward mapping’:

To address these problems, the redesigned program has used the Understanding by Design’s (UbD) three stages of backward mapping (Almasaeid,

2017; Wiggin and McTighe, 1998). This process involves pre-setting clear curriculum-based learning goals communicated through a summative assessment

and rubric. Supplementing this with the inclusion of threshold concepts (such as ‘creative writing’ or ‘textual audience’) that flow throughout the unit will

promote connectivity and alignment. It will also support students in linking individual class content to the overall unit themes (Nicola-Richmond, 2018).

Secondly, the redesigned unit contains informal mechanisms for measuring student achievement. Examples include reviewing students’ written work, verbal

communication and feedback and reviewing students’ use of numeracy-based resources to conceptualise content. Finally, backward mapping will guide

lesson planning with the new program. It sets clear outcomes and indicators of student success to improve the alignment between classes (Almasaeid, 2017).

Consequently, classes build toward clear, overall goals and use of formative assessments to enable teachers to modify practice throughout the unit.

The redesigned program implements the third stage of backward mapping by using an inquiry-based pedagogy (Almasaeid, 2017; Wiggins and

McTighe, 1998). This approach supplements the UbD’s broader use; it values overall learning outcomes and threshold concepts whilst “allowing student-

voice and self-direction” within that framework (Turner, 2016). This promotes alignment between classes and formative assessment usage whilst

manipulating content to ‘weave’ learning threads throughout a modified program. Additionally, this strategic outlook provides flexibility to retain the original

unit’s strengths. For example, the program’s effective use of ICT and visual-based learning tasks can be adapted to an inquiry-based approach. Also, the use
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of group responses and pair-based learning is retained to ensure collaborative learning is present. Using collaborative learning in this manner has several

benefits. Learners’ higher-order thinking skills are developed as they work both socially and academically. Personal and social capabilities are targeted as

learners must co-operate and communicate to negotiate set problems (Le, 2016). This social learning provides a unique opportunity for formative assessment

as students’ personal and academic development is showcased. This provides avenues for feedback, reflection and adaptions to future lessons. Boas and

Gazis (2016) note that inquiry-based learning makes a teacher’s role within class clearer. Teachers supplement student’s knowledge construction by

providing class tasks, modelling and scaffolding responses, then assessing and providing feedback on student performance (Boas and Gazis, 2016). The new

program extends this to provide time for meta-cognitive strategies especially learner reflection. Ultimately, using an inquiry-based approach is recommended

as it provides the flexibility to address the original program’s problems whilst utilising its strengths to help learners meet outcomes.

Literacy, Numeracy, ICT:

The new program’s combined UbD and inquiry-based approach ensures that literacy, numeracy and ICT are incorporated to support knowledge

construction. The UbD provides a clear overall direction for classes (Almasaeid, 2017; Wiggins and McTighe, 1998). Within that, inquiry-based learning

enables the teacher to use resources and formative assessments to guide students. For example, classes begin with the teacher directly addressing grammar

and meta-language. Subsequent writing tasks then require the inclusion of that learning (Spiro, 2016). Likewise, the new program provides graphs, statistics

and timelines to numerically represent content. The teacher can model how to use this numeracy to support an argument (thus developing critical and creative

thinking). This ‘overlaying’ of classroom skills can be transferred for use in the summative assessment (Parsons, 2017). The use of literacy, numeracy and

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ICT also ensures there are multiple means of content representation; this increases contents’ “accessibility” and students’ knowledge construction (Basham et

al., 2016; Vygotsky, 1978). Importantly, this approach provides “flexibility within a broader direction” for the educational process (Nicola-Richmond, 2018).

Indigenous Differentiation:

A key strength of the new program is its responsiveness to contextual realities. Ten percent of the Year Nine cohort is from an Indigenous background;

the new program’s flexibility provides differentiated learning pathways for these learners. These include elements of the Eight Ways Framework for

Indigenous pedagogy (Drozdowski, 2012). For example, the program’s use of numeracy and ICT to communicate content aligns with the Eight Ways’

principle of non-verbal, kinaesthetic-based learning. Also, the inclusion of threshold concepts throughout the unit and the alignment of classes helps

Indigenous students to “map the learning process” (Keddie, 2014). The prominent role of formative assessments in the backward mapped program ensures

that Indigenous students’ progress is monitored; this resists the assumption that including an Indigenous learning pathway will automatically bring success.

Professional Realities:

The new program also factors-in contextual realities of the teaching profession. Firstly, backward mapping guarantees that curriculum content and

outcomes (including general capabilities and cross-curriculum priorities) guide lesson content. Secondly, by modifying (rather than revolutionising) the

previous teaching program, the new program will continue to meet budgeting requirements and department resource restrictions. This moderate approach

allows for guided mastery and distributed leadership roles in implementation (Lee et al., 2012). Additionally, the three dimensions of the Quality Teaching

Model are present in the program (DET, 2003). First, linking classwork to overall concepts, outcomes and assessment criteria ensures students see

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significance in their work. The use of student-directed learning, formative assessment and differentiation promotes a positive learning environment. Thirdly,

the recommended program cultivates intellectual quality through collaborative learning, literacy, numeracy and visual learning strategies to provide varied

representations of content. This is supplemented by engaging prior knowledge and scaffolding class work within an inquiry-based pedagogy.

(e) References

Australian Curriculum, Assessment and Reporting Authority. ‘School Profile: Bonnyrigg High School, Bonnyrigg, NSW.’ ‘My School’ webpage. Published
electronically. Retrieved: https://www.myschool.edu.au/school/41574
Almasaeid, T. (2017). ‘The Impact of Using Understanding by Design Model on 8th-Grade Student’s Achievement in Science’. In: European Journal of Scientific
Research, Vol.13 (4). 10.19044/esj. 2017.v13n4p301
Basham, J. D., Smith, S. J., & Satter, A. L. (2016). ‘Universal Design for Learning: Scanning for Alignment in K–12 Blended and Fully Online Learning
Materials’. Journal of Special Education Technology, Vol.31 (3), 147–155. https://doi.org/10.1177/0162643416660836
Boas, E. & Gazis, S. (2016). ‘The Artful English Teacher: over a hundred strategies for the English classroom.’ Kensington Gardens, South Australia. Australian
Association for the Teaching of English. ISBN: 9780909955281.
DeLecce. T. (2018). ‘What is Critical Thinking? – Definition, Skills & Meaning’. Cambridge University Press, published electronically. Retrieved:
https://study.com/academy/lesson/what-is-critical-thinking-definition-skills-meaning.html.
Didau, D. (2014). ‘The Secret of Numeracy Across the Curriculum.’ Aksum Ltd., published electronically. Date accessed: 2/04/2019. Retrieved:
https://learningspy.co.uk/featured/secret-numeracy/
Drozdowski, V. (2012). ‘The Eight-Ways Framework of Aboriginal Pedagogy.’ Republished by The Australian Association for Research in Education. Date accessed:
29/03/2019. Retrieved: https://bit.ly/2fGfgko
Harper, L. (1960). ‘To Kill a Mockingbird’. Grand Central Publishing, 4th ed., New York, USA. ISBN:0446310786.
Keddie, A. (2014). ‘Indigenous representation and alternative schooling: prioritising an epistemology of relationality’. In: International Journal of Inclusive Education,
Vol.18 (1), 55-71. Retrieved: http://dro.deakin.edu.au/view/DU:30087441
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Le, H. (2016). ‘Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration’. In: Cambridge Journal of Education,
Vol.48 (1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389
Lee, M., Hallinger, P., & Walker, A. (2012). ‘A Distributed Perspective on Instructional Leadership in International Baccalaureate (IB) Schools’. Educational
Administration Quarterly, Vol.48 (4), 664–698. https://doi.org/10.1177/0013161X11436271
New South Wales Education Standards Authority. (2012). ‘English K-10 Syllabus.’ Sydney, Australia. Published electronically. Retrieved:
https://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_full.pdf
Nicola-Richmond, K. (2018). ‘Threshold concepts in higher education: a synthesis of the literature relating to measurement of threshold crossing’. In: Higher
Education Research & Development, Vol.37 (1), 101-114. https://doi.org/10.1080/07294360.2017.1339181
Parsons, D. (2017). ‘Formative assessment in discussion tasks.’ In: ELT Journal, Volume 71, (1), pp. 24–36, https://doi.org/10.1093/elt/ccw043
Pereira, F. (2016). ‘Creativity in the English Language Classroom’. ELT Journal, Volume 70 (3), pp. 358–360, https://doi.org/10.1093/elt/ccw040
New South Wales Department of Education. (2003). ‘Quality Teaching in NSW Public Schools.’ Discussion paper. Date accessed: 1/10/2018. Retrieved:
https://bit.ly/2zPo8gv
Spiewak, G. (2015). ‘English Grammar Pedagogy: A Global Perspective.’ ELT Journal, Volume 69 (2), pp.212–214, https://doi.org/10.1093/elt/ccu095
Spiro, J. (2016). ‘Teaching English Worldwide’. In: ELT Journal, Volume 70 (3), pp. 360–362, https://doi.org/10.1093/elt/ccw038
Turner, J. (2016). ‘Researching Contexts, Practices and Pedagogies in English for Academic Purposes’. In: ELT Journal, Volume 70 (3), pp. 366–
368, https://doi.org/10.1093/elt/ccw036
Vygotsky, L. (1978). ‘Mind in Society: the development of higher psychological processes.’ Harvard University Press, Third ed., Massachusetts, USA. ISBN:
0674576292.
Wiggins, G., & McTighe, J. (1998). ‘Understanding by Design’. Prentice Hall, Association for Supervision and Curriculum Development. ISBN: 9780130930583.

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(f) Reconstructed Unit: program

Colour Key:
(1) Literacy, Numeracy and ICT = pink, (2) Critical and Creative Thought and Personal and Social Capabilities = blue, (3)
Indigenous and GAT Differentiation = red, (4) Formative Assessment = green, (5) Links to summative assessment skills and
threshold concepts (backward mapping) = yellow, (6) Meta-cognition = gray

School Name Unit Title Duration of Unit

Bonnyrigg High School ‘Do Unto Others’ – ‘To Kill a Mockingbird’ 12 weeks

Unit Overview Texts

This unit is designed to promote and encourage each student’s
appreciation for and understanding of the issues related to the notion of
‘Racism & Prejudice’ through a close study of Harper Lee’s novel, ‘To
Kill a Mockingbird’ and other related texts. The concept of ‘Do unto
others as you would have them do unto you’ – as shown in the key texr’
will be one of the life values to be explored. This aims to foster students’
empathetic engagement and cultural competence.
Core text: To Kill a Mockingbird Graphic Novel - Harper Lee
Other texts:
● To Kill a Mockingbird DVD
● ‘I have a dream’ speech, Martin Luther King Jnr
● Zero animation
● Historical information about slavery and segregation in USA

Unit Outcomes Assessment Overview

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As listed on program: The following assessment experiences have been integrated into this unit of work.
EN-5-1A, EN-5-2A, EN-5-3B, EN-5-4B, EN-5-5C, EN-5-6C, EN-5-7D, EN-
Assessment for learning
5-8D, EN-5-9E
Broadly: communication strategies (PEEL), grammatical fluence, numeracy ● Summary of conditions in 1930s USA
● Examples of themes from texts
and ICT engagement, empathetic engagement and cultural literacy.
Assessment as learning
● Individual student reflection
Assessment of learning
● Anecdotal notes
● Essay response on The novel’s ‘Life Lessons’ (20%)

Teaching and Learning

Outcomes Teaching Strategies and Learning Experiences Resources Register
Introduction of unit ‘Do Unto Others’.
● Issue the key text, ‘To Kill a Mockingbird’ Hand out key text and
EN-5-1A concept map
● Introduce the broad unit themes (e.g. ‘race’) and the assessment requirement (an essay) are communicated.
ACELA1561
Note key success criteria (that will be developed in class): literacy, textual knowledge, critical and creative
thought communicated through an essay.
● Broad unit themes (threshold concepts): as a class consider what ‘Do unto others’ means? Where does the
expression come from? What does it relate to? What examples can you provide? Brainstorm ideas on the board.
Suggest links to the assessment, engage prior-knowledge.
● Class discussion (personal and social capabilities) on examples in society where people have acted differently
to how they would like to be treated (war, killings, bombing, murder, shooting sprees/massacres, bullying, Discrimination
etc). Segway into introduction of the key text ‘To Kill a Mockingbird’. Definitions
● Provide summative assessment task within the first week as a centre-point for learning. Gifted and Talented PowerPoint
Learners might begin drafting responses for informal review. (M Drive)
● Students utilise information from the PowerPoint ‘Discrimination Definitions’ (racism, discrimination &
EN-5-2A prejudice). In pairs (collaborative learning) they use the PowerPoint to discuss, debate and construct

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ACELY1739 meanings; teacher to assist and assess where needed.

● Students then write definition on stereotyping & assimilation.
● Indigenous Differentiation: provide the Stolen Generations as an exemplar for terms. Use the PowerPoint
slides to visually map potential lines of inquiry; note if students merely follow the provided model or create Zero Animation
their own. https://www.youtube
● Utilise timelines (numeracy) to reinforce the example; link timelines to explicit events to reinforce links. .com/watch?v=LOM
● Formative Assessment: provide grammar quiz; formatively assess students’ literacy skills. by
● H/W: Students to complete title pages on English & Do Unto Others (due next week). SJTKpg
ACELT1812
● ICT: Students watch ‘Zero’ a stop-motion animation that explores discrimination. Watch it the first time
without interruption for understanding & enjoyment. Students watch it a second time answering the
following questions (critical thinking):
1. How is the numerical system symbolic of discrimination?
2. List all the examples of exclusion in the animation
3. Give 1 quote containing the theme of prejudice and explain it.
4. Who is speaking, what is the name of this technique?
5. How is the ‘romance’ element of the plot created?
6. What is the effect of the caste system on society and individuals?
7. What is the overall message of the story? Give quotes and examples to support this.

● Essay skills// assessment preparation: Students’ use film analysis and write a short response considering
‘how the film portrays the discrimination Zero experiences.’ Teacher models ideal written response using PEEL
(point, technique, elaboration, link).
● Class discussion (collaborative learning) on how the techniques showcase the inferiority of Zero & his
challenges in life.
● Use the student-to-student interaction as an opportunity to provide feedback to individuals; reflection on
learning

Alternative learning pathway: note which students engage with this model to assess progress. Importantly, The Sneetches PDF
stress key threshold concepts and broad unit outcomes (e.g. literary techniques); use this text an alternate (M Drive)
‘access point’:
EN-5-3B ● Issue ‘The Sneetches’ by Dr. Seuss (Theodor Geisel). As a class read the story, one stanza per student.
ACELT1641 ● Students annotate the text identifying techniques. Eagle Crow and the

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● Students read information on ‘Meet the Writer’; provide time and focus questions for students to reflect on the its Nuramba’
meaning and relevance to the unit Handout To Kill a
● Teacher projects activity ‘Literary Response & Analysis’. Students complete questions in their books. As Mockingbird
a class go through suggested answers. To Kill a
● Indigenous Differentiation: provide an equally relevant text ‘Eagle Crow and the Nuramba’ that all Mockingbird novel.
students can opt to choose; this also reinforces student self-direction.
To Kill a
● Verbally reinforce unit outcomes and assessable criteria e.g. essay skills Mockingbird
EN-5-1A ● Issue handout on the context of ‘To Kill a Mockingbird’. audiobook (R Drive)
ACELY1811 ● As a class read information on the following:
- Harper Lee
- Background
- Great Depression
- The Ku Klux Klan
- Elements of the Novel
- Style
- Maycombe (examine the layout of the town - diagram on handout)

● Engage prior-knowledge: what do students know of this historical period?

● Teacher explains/clarifies the context of the novel. (Wall St crash, the black community, segregation, and
the late 1950s).
● Utilise graphs and statistics (numeracy) on unemployment, economic prosperity, and timelines to provide
ACELY1813 varied means of representation. Formatively assess students’ engagement with this data: are they able to
utilise it to support a claim? To Kill a
● Listen to audiobook ‘To Kill a Mockingbird’, chapter 1 & 2. Students read along as a class. Mockingbird novel.
● Define unknown vocabulary,
● Explicitly address techniques that can be used in the summative assessment such as humour, personification, To Kill a
characterization. Values such as illegal to swear in front of women, prohibition discussed. Mockingbird
audiobook (R Drive)
● Literacy: handout grammar quiz for brief start-of-class activity
● Chapter 2 - discuss different schooling systems/ teacher attitudes between the 30’s and now; link these to
threshold concepts of injustice, authority and power.
● Homework: Students complete chapter 1 task from handout.
Character Profile: Atticus - What do you learn about him from the first chapter? Students add to the mind-map
as they go through the novel create a mind-map & record complete all chapter 1 questions.
EN-5-4B
● Check homework - questions chapter 1.
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Matthew McClure, SID: 18372205

● Draw ‘Learning Threads’ together: in pairs, students are dirceted to consider key assessable outcomes: e.g. what
does an essay require, what is our key text about (context, characters, literary features)? Use this to formatively
assess and modify future lessons.
● Listen to audiobook ‘To Kill a Mockingbird’, chapter 3 & 4. Students read along as a class.
● Constantly pause & discuss written techniques & their effects.
● Clarify characters & their relationships. Whole class activity to visually map these using ICT (mind-mapping
program); consider drawing land links as noted in the key for Indigenous students’ benefit (differentiation).

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 Matthew McClure, SID: 18372205

● H/W: Students read chapter 5

EN-5-9E Explicitly target assessment requirements:

ACELT1636 ● Teacher explains the PEEL writing formula for essays.
● Students write down notes on PEEL in their books.
● Students are issued PEEL exemplar handouts. As a class go through them and provide students opportunities to
model PEEL structure (scaffolding and student construction). Students stick sheets into their books.
- The purpose/effect of techniques
- Other words to use for this ‘shows’; i.e. evaluative words

Explicitly target assessment requirements:

ACELT1640 Engage prior knowledge: students provide a hypothetical visual description of Boo Radley based-off their knowledge. Ask
students to consider how they utilise and engage with stereotypes. (How do they know what they know?)
● Boo Radley Characterisation.
● Examine how Boo Radley is depicted (first impression of him in the novel).
● Issue students PEEL Sample Paragraph on Boo Radley. Examine paragraph as a class.
● As a class create the P (Point) - on how Boo is portrayed by the town.
● Numeracy and ICT: supplement this by showing economic demographics and statistics of groups on 1920s/30s
America; which would Boo Radley fit into?
● In pairs (collaborative learning; personal and social development) students complete the PEEL paragraph,
finding evidence (numeracy statistics, literary techniques & quotes) & elaborating on their thesis. Note for
Indigenous differentiation: this approach meets the Eight Ways strategy of story-sharing (Drozdowski, 2012).

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 Matthew McClure, SID: 18372205

● Teacher assists students to ensure all PEEL components are featured. Critique the logic and flow of their case (critical
and creative thought). Formatively assess and provide feedback.
● Students share their PEEL paragraphs with the class.

Literacy: handout grammar quiz for brief start-of-class activity.

● The Radley Place.
EN-5-3B ● Issue students a handout on the Radley Place. Teacher reads excerpt.
ACELT1643 ● Annotate passage as a class identifying techniques; draw inter-textual connections. Indigenous Differentiation: utilise
the Eight Ways Methodology of non-linear learning (e.g. intertextuality).
● Students answer the following question:
- How does the description of the Radley Place reveal character?
ACELA1557 ● In pairs or small groups students create their own PEEL paragraph on how the Radley place provides insight into
Boo Radley’s characterisation.
● Teacher assists students to ensure all PEEL components are featured. Utilise these interactions to increase learning
connectivity and knowledge construction: as students complete the task, remind them that the final assessment
utilises PEEL paragraphs that include the unit concepts being discussed.
● Students share their PEEL paragraphs with the class.

● Flip-based learning and ICT: Teacher projects handout on ‘Mockingbird meaning’. Students complete task by
EN-5-6C telling the teacher what to write: collaboratively fill in the table explaining what is meant by the 2 quotes, referring to Mockingbird Handout
it being “a sin to kill a mockingbird”. Class discussion on what characters in the novel are portrayed as
mockingbirds? Why was it a sin that they were killed? or condemned by the town? What characteristics did the
“mockingbird” characters possess? What techniques are used in the quotes? Note how these relate to final
assessment. Referencing guide sheet
● Meta-cognition: allow time for students to consider how texts shape and build identity? What role does context and
ownership play in this. Does land, dispossession and injustice also shape perception (Indigenous differentiation)?
● Finish lesson by providing handout on Chicago referencing style needed for the assessment task.

● Formatively assess learners’ interactions and social skills: how do they negotiate disagreements? Do they draw
evidence from the text and from visual and numerical data? To what extent do they engage with threshold
concepts in their discussions?

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 SID: 18372205, Matthew McClure

● Recommunicate overall learning objectives: teacher explains the structure and purpose of an essay.
ACELA1770 TKAM Sample essay on
● Engage students’ prior-knowledge: what do they know/remember of essay writing? Prejudice
Mabo Experience Essay
● Students copy the essay structure into their books, teacher clarifies the main components of the introduction, body
ACELT1774
paragraphs & conclusion.
● ICT: An image on ‘Writing an outline for an essay’ is projected, students use this as the essay structure.
The Do’s &
● Numeracy: suggest time period allocations for different sections when writing an essay; e.g. spend 20 minutes on
Don’t of
the introduction and conclusion and 20 minutes on the body paragraphs.
Essay Writing
● Scaffolding: students receive the TKAM Sample essay on prejudice
● (Indigenous differentiation: provide the Mabo Experience sample essay; asks students who use this to identify handout To
overlaps in the key themes.) Kill a
- Paragraph by paragraph the essay is annotated, examining the different components of PEEL. Students label Mockingbird
& highlight the varied components of PEEL. Students read out paragraphs & as a class the thesis statements novel.
Essay structure
are examined. http://www.glhrc.com/
- Teacher explains how this is a sample essay. Students are asked to answer what is missing = classifieds_files/?showi
techniques (which is crucial to PEEL; targeting critical and creative thinking). mg_ftn
● Students receive the handout ‘The Do’s & Don’t of Essay Writing’.
ACELA1566 g=simple+essay+writi
- As a class read the information that acts as a checklist for students.
ng.jpg
Teacher clarifies information.
- Meta-cognition: provide time for students to reflect on the process
● Students utilise TKAM Sample introduction as a model; they write a new introduction on a topic of their choice (to
facilitate student voice). As a class, students identify & highlight the 3 main ideas. Comic Strip Template
● Note the need to use Chicago referencing in the assessment task. Provide handout reference guide for student To Kill a Mockingbird
usage at home. novel.
To Kill a Mockingbird
Graphic Novel
● Visual learning: Comparison of the ‘one shot’ Atticus Scene - shooting Tim Johnson. Link this to broader unit
To Kill a Mockingbird
themes of power and justice.
EN-5-8D DVD, Robert
● As a class read pages 106-109 of the novel, examine how Atticus, his children & the community respond to the
Mulligan 1962
mad dog.
Referencing Sheet
● Student self-direction: students create a T Chart: (novel/Graphic novel). Students add notes to show what part
of the text correlates with ideas from the scene; e.g. they examine representation & language.
● Collaborative approach: As a class examine the same scene from the novel (pages 103-115)
ACELY1752 ● Issue students comic strip template.
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 SID: 18372205, Matthew McClure

● Students recreate/sketch the mad dog scene ensuring comic strip features are used. Utilise this to evaluate student
awareness of content and themes (formative assessment).
● Return marked grammar quizzes from previous week (literacy).

● Students watch the film ‘To Kill a Mockingbird’ to strengthen and clarify their knowledge of the novel.
ACELY1752 ● Ask students about key scenes; how do they reflect broad themes? How might character portrayal be used to support
an essay argument?
● For Indigenous learners, note the land links used in the text. E.g. how ownership of property reflect power, and
dispossession removes agency.
● Note and discuss differences between text and DVD. Reasons for differences including narration, characters,
focus; formatively assess student engagement and quality of responses.

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 SID: 18372205, Matthew McClure

https://www.youtube.co
m/watch?v=uqkohq
● ICT: Students watch the YouTube clip ‘Video Sparknotes: Harper Lee's To Kill a Mockingbird Summary’. LvClI
● Personal and Social Capabilities: as a class rephrase the life lessons featured in the clip (changing them
from informal to formal).
● Collaborative Learning: as a class brainstorm the life lessons from the novel; align these with unit themes and
outcomes. Ask students to consider how they have drawn these lessons from the text and/or from personal
experiences
AN-5-5C Handouts on M Drive:
ACELA1551 Essay preparation: ‘Explain how
● Students are issued the essay sample on “Explain how Harper Lee develops the symbol of the mockingbird in the Harper Lee
novel”. develops the
● As a class read & annotate part of the essay examining the use of PEEL, quotations, integration & symbol of the
techniques. Link learning to assessable outcomes. mockingbird in the
● Ask students to supplement this argument with numerical data they have used previously. novel’.
ACELT1637
● Visual learning: students use a page of their book to sketch and image that depicts the power dynamics ‘How to Integrate
discussed in the essay. How realistic is the essay’s claim? How realistic is the sketch? What unit themes Quotations’
are present to communicate meaning? (Critical and creative thought). ‘Techniques
● Teacher familiarises students with the terms ‘denotation’ & ‘connotation’. Students copy definitions into purpose/effect’
their books with examples. In pairs, they practise examples of both; scaffold this by providing examples.
‘Important Quotes
● Repeat task for formative assessment: students examine the words “creeping”, “cold” and “shivered” from the
from To Kill a
sample essay & identify the connotation of the words. Students are encouraged to select key words from the novel
Mockingbird’.
as quotes to explain their connotative meaning.
Denotation &
Essay preparation: Connotation document
ACELY1811
● Students are issued handout on ‘How to Integrate Quotations’. As a class examine the handout, students are advised To Kill a Mockingbird
not to use the word ‘quote’ in an essay, as it will be apparent it is a quote due to the punctuation. Instead, discuss novel. Computers
alternative ways of communicating meaning. For example, utilise the Eight Ways method of using symbols and Class set of novels
imagery in communication (Indigenous differentiation).
Handout ‘extract of
● Extension resource for gifted and talented learners: Chapter 31’
(pp.306, 307,
1. Students are issued the handout ‘Techniques purpose/effect’. Students are encouraged to refer to the 308)
handout when explaining the purpose of techniques and extend their vocabulary. This handout supports English Assessment
high order vocabulary. Booklet Computers
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 SID: 18372205, Matthew McClure

2. Students are issued the handout ‘Important Quotes from To Kill a Mockingbird’. Teacher reads the
quotes and encourages students to use them in their essay assessment task.
EN-5-6C
3. IT Lesson
4. Students are booked into the computer rooms to research the life lessons in the novel ‘To Kill a Mockingbird’.
EN-5-3B This lesson will assist them in their upcoming assessment task (essay writing). Use CNQR mind-mapping site to
map:
- Event in the text
- Unit themes ICT room, internet
- Elements of an essay access for CNQR
- How a unit theme/themes could be incorporated into a PEEL structure webpage

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 SID: 18372205, Matthew McClure

EN-5-2A ● Assessment Preparation Week.

- Students are given a week (week 10) to work on their assessment task. Students are to work on their essay in class
and receive the teacher’s support and assistance to clarify structure & the integration of PEEL. Formatively
assess progress and informally inquire about students’ assessment preparations.
- Scaffold referencing style usage; provide handout and including visual aids
- Essay question: Harper Lee’s novel, To Kill a Mockingbird reveals important life lessons. Explain. Provide time
for student reflection on implications and links to classwork.
EN-5-4B ● Students are issued with an extract of Chapter 31 (pp 306, 307, 308).
● As a class read over the first 4 pages of Chapter 31 (pp305-308). Students role play events recorded in the chapter.
ACELT1773 ● Link to learning outcomes: what features of chapter 31 could be used in an essay response: pair-based discussion
(personal and social capabilities; creative thought).
EN-5-7D ● As a class, annotate techniques & quotes that are applicable to essay.
● Students are advised to be selective when using quotes, only to use words and phrases that are significant to
addressing/assisting the essay question. Eliminate unnecessary words for greater impact.
● Represent an example of a misused quote visually (visual mapping for Indigenous differentiation).
● Teacher assists students with individual essays/thesis ideas and PEEL paragraphing in class; provide feedback.
● Scaffold and enable student success: students are booked into library/computer room for research & to
start publishing. Remind students of referencing needs.
Assessment Task Planning Ensure the following:
● Group examination and collaboration regarding various essay examples as part preparation. Use this to formatively
EN-5-7D assess individual’s progress and make required adaptions plus provide feedback.
ACELT1812 ● Provide a scaffold for an exposition that models the structure (introduction, body of supporting evidence,
conclusion) and language features.
● Provide & explain essay writing tips (the do’s & don’ts). Provide essay transitional words and phrases to extend
student vocabulary.
● Construct the introduction to the exposition, using the structure of topic sentence, reasons, concluding
sentence. Have students repeat the process to reinforce knowledge construction.
● Use the PEEL writing formula to guide essay writing. Identify an idea (point) and (elaborate) with (evidence) to
(link) back to question. (Critical and creative thought)
● Provide & examine the purpose/effect of techniques. (Literacy)
ACELA1565 ● (Scaffolding) Model developing a topic sentence for the next paragraph. In pairs, students jointly develop a topic
sentence for the remaining paragraphs in the body of the exposition.
● Students can then individually develop each of the paragraphs for the body. Model constructing the
conclusion as a class.
● Prepare for assessment by gathering quotes & techniques to support ideas. Examine Integrating quotations.
● Student reflection on the essay writing process.
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 SID: 18372205, Matthew McClure

English – Year 9 Scope & Sequence 2019 - (Total Indicative Hours 120) - Week = 3 hours (Fortnight Cycle: A = 6x 3 hour periods, B =6x 3
hour periods)

Weeks 1-12
T Unit 1: Do Unto Others
e This unit is designed to promote and encourage each student’s appreciation for and understanding of the issues concerning ‘Racism & Prejudice’. This will
r be facilitated through a close study of Harper Lee’s novel, ‘To Kill a Mockingbird’ (1960) and other related texts. The concept of ‘treating others as you
m want them to treat you’ will be one of the life values explored. This unit also incorporates explicit strategies for reading and responding to the set text.
Throughout the study, students will develop skills in persuasive and creative writing, spelling, grammar and punctuation. This use of group and paired
4 classwork will provide an avenue for them to further develop their communication skills.
Suggested texts: To Kill a Mockingbird by Harper Lee, To Kill a Mockingbird 1962 film,
Types of texts: fiction, nonfiction, visual texts, media, multimedia and digital texts
OUTCOMES: EN-5-1A, EN-5-2A, EN-5-3B, EN-5-4B, EN-5-5C, EN-5-6C, EN-5-7D, EN-5-8D, EN-5-9E HOURS: 36 (MINIMUM 3 PER WEEK)

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SID: 18372205, Matthew McClure

(g) Reconstructed Unit: assessment and concept map

Assessment Task and Rubric

Class: 9 Due Date: 1 May, 2019

Subject: English Task Type: Essay

Student: Weighting: 25%

Submission Requirements: 1) Submit a hard copy, typed essay to the teacher by the due date
2) Late submissions will lose 10% per day including weekends. If the submission is a week late, an N award will
be given.
3) If absent on the due date, students can email an electronic copy to the teacher or provide medical documentation
on their return to school. Doing this will ensure no penalty will be given.
4) Plagiarising will result in a 0% grade.
Outcomes Assessed:  responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure EN5-1A
 thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and
arguments to respond to and compose texts in a range of contexts EN5-5C
Key concepts and content to Within Harper Lee’s ‘To Kill a Mockingbird’, consider:
be assessed  Depictions of African Americans and White Americans
 The impacts of racism, prejudice and discrimination (e.g. ‘Jim Crow’ laws, the Ku Klux Klan and ‘lynching’)
 Personal rights and freedoms
 Equality and ‘justice’
 Characterisation, narration and plot

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SID: 18372205, Matthew McClure

Task Requirements:
Compose an 800 word in response to ONE of the following questions:
(1) How does ‘To Kill a Mockingbird’ use characterisation to reflect social inequalities between Black and White Americans?
OR
(2) How are the narrators, Atticus and Scout Finch, used to show the struggle for justice and equality?

In your response, be sure to include referencing and foot notes (Chicago). Note references DO NOT count toward your 800word limit.
Assessment Rubric:
22-25  Clear and consistent argument that logically addresses the chosen question
(A/A+)  Use of relevant evidence from the text that strengthens claims and demonstrates familiarity with the text
 Response repeatedly engages with key ideas from the unit; e.g. race, discrimination, power and justice
 Consistent and mostly accurate use of the Chicago referencing style including footnotes and concluding reference list
 Near-perfect use of punctuation and spelling, writing is clear and easy-to-follow, word count adhered to
17-21  Presents a mostly clear argument that logically addresses the chosen question; a few inconsistencies may exist
(B/B+)  Use of mostly relevant evidence from the text that strengthens claims
 Response occasionally discusses key ideas from the unit; e.g. race, discrimination, power and justice
 Consistent and mostly accurate use of the Chicago referencing style including footnotes and concluding reference list; few mistakes
 Mostly correct use of punctuation and spelling, writing style mostly clear, word count adhered to
12-16  Presents a somewhat relevant argument that links to the chosen question; argument may be inconsistent and hard to follow (illogical)
(C/C+)  Very little use of the text to support claims
 Response notes at least one key idea from the unit; e.g. race, discrimination, power and justice
 An effort to use the Chicago referencing style; mistakes may be present
 Generally correct punctuation and spelling, writing style mostly coherent, word count adhered to
0-12 (Fail)  No argument is present or the chosen argument is irrelevant to the chosen question or consistently hard to follow
 Text not used to support claims or usage is illogical
 Response make no or little reference to key concepts
 No or very limited use of Chicago referencing with mistakes common
 Regular and consistent grammatical errors, writing style is hard understand, word count not adhered to

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SID: 18372205, Matthew McClure

Concept Map:

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 SID: 18372205, Matthew McClure

(h) Appendices (Original Documents)

 Document 1: Program Outline:

School Name Unit Title Duration of Unit

Bonnyrigg High School Do Unto Others – ‘To Kill a Mockingbird’ 12 weeks

Unit Overview Texts

This unit is designed to promote and encourage each student’s appreciation for
and understanding of the issues related to the notion of ‘Racism & Prejudice’
through a close study of Harper Lee’s novel, ‘To Kill a Mockingbird’ and other
related texts. The concept of ‘Do unto others as you would have them do unto
you’ will be one of the life values to be explored.
Core text: To Kill a Mockingbird Graphic Novel - Harper Lee
Other texts:
● To Kill a Mockingbird DVD
● ‘I have a dream’ speech, Martin Luther King Jnr
● Zero animation
● Historical information about slavery and segregation in USA

Unit Outcomes Assessment Overview

The following assessment experiences have been integrated into this unit of work.
Assessment for learning
● Summary of conditions in 1930s USA
● Examples of themes from texts
Assessment as learning
● Individual student reflection
Assessment of learning
● Anecdotal notes
● Essay response on The novel’s ‘Life Lessons’ (20%)

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 SID: 18372205, Matthew McClure

Teaching and Learning

Outcomes Teaching Strategies and Learning Experiences Resources Register

Introduction of unit ‘Do Unto Others’.

● As a class consider what ‘Do unto others’ means? Where does the expression come from? What does it relate to?
What examples can you provide? Brainstorm ideas on the board.
● Class discussion on examples in society where people have acted differently to how they would like to be
treated (war, killings, bombing, murder, shooting sprees/massacres, bullying, etc).
● Class discussion on the concept of ‘karma’ and if students believe in it. Teacher & students share personal stories.

● Students copy information from the PowerPoint ‘Discrimination Definitions’ (racism, discrimination &
prejudice). Teacher clarifies terms.
● Students copy definition on stereotyping & assimilation, teacher clarifies terms & provides context about the Discrimination Definitions
Stolen Generation (Australia’s history). PowerPoint
● H/W: Students to complete title pages on English & Do Unto Others (due next week). (M Drive)

● Students watch ‘Zero’ a stop-motion animation that explores discrimination. Watch it the first time without
interruption for understanding & enjoyment. Students watch it a second time answering the following
questions:
1. How is the numerical system symbolic of discrimination?
2. List all the examples of exclusion in the animation
Zero Animation
3. Give 1 quote containing the theme of prejudice and explain it.
https://www.youtube.co
4. Who is speaking, what is the name of this technique?
m/watch?v=LOMby

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SID: 18372205, Matthew McClure

5. How is the ‘romance’ element of the plot created? SJTKpg

6. What is the effect of the caste system on society and individuals?
7. What is the overall message of the story? Give quotes and examples to support this.
● As a class analyse the short film, noting down visual techniques & how they portray the discrimination Zero
experiences. (Examine key scene in the classroom & playground). Teacher assists to model ideal written response
using PEEL (point, technique, elaboration, link).
● Class discussion on how the techniques showcase the inferiority of Zero & his challenges in life.

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SID: 18372205, Matthew McClure

● Issue ‘The Sneetches’ by Dr. Seuss (Theodor Geisel). As a class read the story, one stanza per student. The Sneetches PDF (M Drive)
● Students annotate the text identifying techniques.
● Students read information on ‘Meet the Writer’
● Teacher projects activity ‘Literary Response & Analysis’. Students complete questions in their
books. As a class go through suggested answers.

● Issue handout on the context of ‘To Kill a Mockingbird’. Handout To Kill a Mockingbird
● As a class read information on the following:
To Kill a Mockingbird novel.
- Harper Lee
- Background To Kill a Mockingbird
- Great Depression audiobook (R Drive)
- The Ku Klux Klan
- Elements of the Novel
- Style
- Maycombe (examine the layout of the town - diagram on handout)
● Teacher explains/clarifies the context of the novel. (Wall st crash, the black community,
segregation, and the late 1950s).
● Issue the novel ‘To Kill a Mockingbird’.
● Listen to audiobook ‘To Kill a Mockingbird’, chapter 1 & 2. Students read along as a class.
● Define unknown vocabulary, discuss techniques such as humour, personification, characterisation -
values such as illegal to swear in front of women, baptist and different sects of christianity discussed.
● Chapter 2 - discuss different schooling systems/ teacher attitudes between the 30’s and now
● Homework: Students complete chapter 1 task from handout.
Character Profile: Atticus - What do you learn about him from the first chapter? Students add to the
mind-map as they go through the novel create a mindmap & record complete all chapter 1 questions.
● Check homework - questions chapter 1.
● Listen to audiobook ‘To Kill a Mockingbird’, chapter 3 & 4. Students read along as a class. Ro Kill a Mockingbird novel. To
● Constantly pause & discuss written techniques & their effects. Kill a Mockingbird audiobook
● Clarify characters & their relationships. (R Drive)

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SID: 18372205, Matthew McClure

● H/W: Students read chapter 5

● Teacher explains the PEEL writing formula.

● Students write down notes on PEEL in their books.
● Students are issued important handouts. As a class go through them. Students stick sheets into their
books.
- The purpose/effect of techniques
- Other words to use for this ‘shows’ & evaluative words

● Boo Radley Characterisation.

● Examine how Boo Radley is depicted (first impression of him in the novel).
● Issue students PEEL Sample Paragraph on Boo Radley. Examine paragraph as a class.
● As a class create the P (Point) - on how Boo is portrayed by the town.
● In pairs students complete the PEEL paragraph, finding evidence (techniques & quotes) & elaborating
on the point.
● Teacher assists students to ensure all PEEL components are featured.
● Students share their PEEL paragraphs with the class.

● The Radley Place.

● Issue students a handout on the Radley Place. Teacher reads excerpt.

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SID: 18372205, Matthew McClure

● Annotate passage as a class identifying techniques.

● Students answer the following question:
- How does the description of the Radley Place reveal character?
● In pairs or small groups students create their own PEEL paragraph on how the Radley place provides
insight into Boo Radley’s characterisation.
● Teacher assists students to ensure all PEEL components are featured.
● Students share their PEEL paragraphs with the class.
● Students are issued handout on ‘Mockingbird meaning’. Students complete task: Fill in the table
explaining what is meant by the 2 quotes, referring to it being “a sin to kill a mockingbird”. Class
discussion on what characters in the novel are portrayed as mockingbirds? Why was it a sin that they
were killed? or condemned by the town? What characteristics did the “mockingbird” characters
possess? What techniques are used in the quotes?

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SID: 18372205, Matthew McClure

TKAM Sample essay on Prejudice

● The teacher explains the structure of an essay. Students copy the essay structure into their books,
teacher clarifies the main components of the introduction, body paragraphs & conclusion.
● An image on ‘Writing an outline for an essay’ is projected, students use this as the essay structure.
The Do’s & Don’t of Essay
● Students receive the TKAM Sample essay on prejudice.
- Paragraph by paragraph the essay is annotated, examining the different components of
PEEL. Students label & highlight the varied components of PEEL. Students read out Writing handout To Kill a
paragraphs & as a class the thesis statements are examined.
- Teacher explains how this is a sample essay. Students are asked to answer what is
missing = techniques (which is crucial to PEEL). Mockingbird novel.
● Students receive the handout ‘The Do’s & Don’t of Essay Writing’.
- As a class read the information that acts as a checklist for students. Essay structure
Teacher clarifies information. http://www.glhrc.com/classifieds_fil
● Students copy TKAM Sample introduction, as a model. As a class, students identify & highlight the 3 es/?showimg_ftn
main ideas. g=simple+essay+writing.jpg

● Comparison of the ‘one shot’ Atticus Scene - shooting Tim Johnson (dog).
● As a class read pages 106-109 of the novel, examine how Atticus, his children & the community
respond to the mad dog.
● Students create a T Chart: (novel/Graphic novel). Students add notes under the novel that
correlate with the ideas from the scene, examine representation & language.
● As a class examine the same scene from the graphic novel (pages 103-115)
● Issue students comic strip template.
● Students recreate the mad dog scene ensuring comic strip features are used.

● Students watch the film ‘To Kill a Mockingbird’ to strengthen and clarify their knowledge of Comic Strip Template
the novel. To Kill a Mockingbird novel.
● Class discussion of key scenes, themes and character portrayal. To Kill a Mockingbird Graphic Novel
● Note and discuss differences between text and DVD. Reasons for differences including To Kill a Mockingbird DVD, Robert
narration, characters, focus. Mulligan 1962

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SID: 18372205, Matthew McClure

https://www.youtube.com/watch?v=u
qkohq LvClI
5. Students watch the YouTube clip ‘Video Sparknotes: Harper Lee's To Kill a Mockingbird
Summary’.
6. As a class rephrase the life lessons featured in the clip (changing them from informal to
formal).
7. As a class brainstorm the life lessons from the novel.
Handouts on M Drive:
8. Students are issued the essay sample on “Explain how Harper Lee develops the symbol of the ‘Explain how Harper Lee develops
mockingbird in the novel”. the symbol of the mockingbird in
9. As a class read & annotate the essay examining the parts of PEEL, quote integration & the novel’.
techniques.
10. Teacher familiarises students with the terms ‘denotation’ & ‘connotation’. Students copy ‘How to Integrate
definitions into their books with examples. Quotations’ ‘Techniques
11. Students examine the words “creeping”, “cold” and “shivered” from the sample essay & identify purpose/effect’
the connotation of the words. Students are encouraged to select key words from the novel as ‘Important Quotes from
quotes to explain their connotative meaning. To Kill a Mockingbird’.
12. Students are issued handout on ‘How to Integrate Quotations’. As a class examine the handout, Denotation & Connotation
students are advised not to use the word ‘quote’ in an essay, as it will be apparent it is a quote due document To Kill a
to the punctuation. Mockingbird novel. Computers
13. Students are issued the handout ‘Techniques purpose/effect’. Students are encouraged to refer
to the handout when explaining the purpose of techniques and extend their vocabulary. This Class set of novels
handout supports high order vocabulary. Handout ‘extract of
14. Students are issued the handout ‘Important Quotes from To Kill a Mockingbird’. Teacher reads Chapter 31’ (pp.306,
the quotes and encourages students to use them in their essay assessment task. 307, 308)
English Assessment
15. IT Lesson Booklet Computers
16. Students are booked into the computer rooms to research the life lessons in the novel ‘To Kill a
Mockingbird’. This lesson will assist them in their upcoming assessment task (essay writing).

Week 10 - Essay Assistance in class

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SID: 18372205, Matthew McClure

● Assessment Preparation Week.

- Students are given a week (week 10) to work on their assessment task. Students are to work on
their essay in class and receive the teacher’s support and assistance to clarify structure & the
integration of PEEL.
- Essay question: Harper Lee’s novel, To Kill a Mockingbird reveals important life lessons. Explain.

● Students are issued with an extract of Chapter 31 (pp 306, 307, 308).
● As a class read over the first 4 pages of chapter 31 (pp305-308).
● As a class annotate techniques & quotes that are applicable to life lessons.
● Students are advised about being selective when using quotes, only to use the words and phrases
that are significant to addressing/assisting the essay question. Eliminate unnecessary words for
greater impact.
● Teacher assists students with individual essays/thesis ideas in class.
● Teacher assists individual students with their PEEL paragraphs & introduction.
● Students are booked into library/computer room for research & to start publishing.

Assessment Task Planning Ensure the

following:
● Examination of various examples of essays as part of the process of preparing.
● Provide a scaffold for an exposition that models the structure (introduction, body of supporting
evidence, conclusion) and language features.
● Provide & explain essay writing tips (the do’s & don’ts). Provide essay transitional words and
phrases to extend student vocabulary.
● Construct the introduction to the exposition, using the structure of topic sentence,
reasons, concluding sentence.
● Use the PEEL writing formula to guide essay writing. Identify an idea (point) and (elaborate) with
(evidence) to (link) back to question.
● Provide & examine the purpose/effect of techniques.
● Model developing a topic sentence for the next paragraph. In pairs, students jointly develop a
topic sentence for the remaining paragraphs in the body of the exposition.
● Students can then individually develop each of the paragraphs for the body. Model
constructing the conclusion as a class.
● Prepare for assessment by gathering quotes & techniques to support ideas. Examine
Integrating quotations.
● Student reflection on the essay writing process.

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 SID: 18372205, Matthew McClure

 Document 2: Original Scope and Sequence

English – Year 9 Scope & Sequence 2019 - (Total Indicative Hours 120) - Week = 3 hours (Fortnight Cycle: A = 6x 3 hour periods, B =6x 3
hour periods)

Weeks 1-12
T Unit 1: Do Unto Others
e rThis unit is designed to promote and encourage each student’s appreciation for and understanding of the issues related to the notion of ‘Racism & Prejudice’ through a close study of Harper Lee’s novel, To Kill a
m Mockingbird and other related texts. The concept of ‘treating others as you want them to treat you ‘will be one of the life values to be explored. This unit also incorporates explicit strategies for reading and
responding to a set novel. Throughout the study students will also develop skills in persuasive and creative writing, spelling, grammar and punctuation.
4 Suggested texts: To Kill a Mockingbird by Harper Lee, To Kill a Mockingbird 1962 film,
Types of texts: fiction, nonfiction, visual texts, media, multimedia and digital texts
Focus outcomes: EN5-1A, EN5-2A, EN5-3B, EN5-4B, EN5-5C, EN5-6C, EN5-7D, EN5-8D, EN5-9E HOURS: 36 (3 HRS PER WEEK)

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