Briannon Horne

17787840
Curriculum 2A: English
Professional Task 1

Contents:

Nominated Module 2

Range of texts 2

Lesson Outlines
Week One 5
Week Two 8
Week Three 11
Week Four 15

Lesson Plans
Lesson Plan One 20
Lesson Plan Two 22
Lesson Plan Three 24
Lesson Plan Four 27

References 29

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Nominated Module: Narratives that shape our world

Justification of texts:
The module Narratives that shape our world within the new Stage 6 syllabus, requires
students to explore narratives from the past, which “convey [specific] ideas, attitudes and
values” (NSW Education Standards Authority [NESA], 2017, pg 40) about our world; these
texts are required to display/inspire change in sharing collective experiences through a
range of modes and media (NESA, 2017). This module asks students to explore how
narratives are “shaped by the context and values of composers and responders alike”
(NESA, 2017, pg 40); with this in mind, I have chosen a selection of poems from Oodergoo
Noonuccal – a Aboriginal Australia political activist, Tug Dumbly – an Australian comedic
poet, Maryann Azam – an Australian-born Muslim from Western Sydney, Henry Lawson – an
Australian bush poet. These poems range from 1889’s colonial Australia – the camaraderie
of Australian bush people, to 1964’s Aboriginal dispossession discussions, and finally, to
2018 and Australia’s multicultural society. This selection of poems was chosen, as they are
appropriate examples of Australia’s National narrative; a narrative that uniquely describes
Australia’s development from British convicts to multicultural society through the
contextual accounts/imaginings of a bush poet, Aboriginal leader, and Australian Muslim. In
addition to these poems, I have chosen to include the film Rabbit Proof Fence by Phillip
Noyce, directly relates to the contextual development of the Australian narrative during the
controversial period of dispossession and assimilation of the Australian Aboriginal and
Torres Strait Islander people.
As Australia grows from primarily white-Europeans settlers to multicultural society, so does
the Australian narrative grow to encompass the stories of people identifying as Asian-
Australian. With this addition to the Australian narrative, the inclusion of Alice Pung’s
Growing up Asian in Australia – a collection of stories, poems and comics from people of
Asian descent living/working in Australian during the late twentieth century and early
twenty0first century, is an appropriate choice.
As an introduction to the Module Narrative that shape our World, it was chosen to include
classical fairy tales written by the Brothers Grimm during the nineteenth century. Fairy tales
from Maria Tatar’s perspective are folk tales created to express the views and concerns of
the “common folk”; with this understanding, using oral and written literature to convey
ideas and warnings to the children of the time. Fairy tales/folk tales provides students the
opportunity to engage and examine the underlying messages and contextual influence
present in literature from the nineteenth century; this provides a window, through which
students gain insight into how authors/composers influence the opinions and ideas of the
viewers.
Rabbit Proof Fence – Phillip Noyce (film)
The inclusion of this film emphasises the stories of half-caste Aboriginal children and the
events surrounding assimilation into white-Australian society; highlighting the emotional,
physical and cultural toll of forcibly removing the children from their culture and identity.
This provides students the opportunity to develop their knowledge of the events during the
twentieth century and the subsequent repercussions. The film as mode and media, provides
students with the opportunity to identify and examine cinematic techniques such as:
camera angles, lighting, diegetic and non-diegetic sound, editing, camera movement, and
plot; in examining and criticising the conveyance of the director’s view and ideas.
Short stories/poem/comics:

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Growing up Asian in Australia – Alice Pung (poem, short stories, comics)
Alice Pung has complied a collection of accounts from writers who identify as Asian-
Australia; these people share their collective/individual narratives in a range of forms i.e.
poems, short stories, and comics, in an effort to shared their stories of life in Australia. As
Australia’s trade connection with Asian grows stronger, NESA has encouraged the inclusion
of texts with Asian authors, so as to ensure that a “creative and forward-looking Australian
[youth] can engage with our place in the region” (NESA, pg25, 2017). Pung’s text has a
variety of features that can be linked to the transition of Australia from a White-European
society to an increasingly accepting multicultural community. The chapter titles alone:
“Pioneers”, “Battlers”, “Mates”, “UnAustralian?”, and “Homecoming” show a distinct
transition of acceptance and journey of people from Asian descent. Multiculturalism has
been at the forefront of political and media commentary over the early twenty-first century,
and as students develop their own ideas and values it is important to realise that Australia’s
narrative will change as its population does, the more diverse the population, the more
unique Australia’s story becomes.
“The City Bushman” – Henry Lawson (poem/song)
Much of Australian national culture is centred around a sense of resilience in the face of
adversity; The City Bushman – Henry Lawson makes comment on the idealised drover
narrative often depicted in Australian literature, the life of Australian drovers is a topic that
he has commonly touched on, but chooses to criticise in this text. This text challenges the
idealised narrative of a Drover’s life and comments on the reality of facing the inconsistent,
unforgiving western outback, for little compensation. Lawson brings the harsh Australian
landscape into commentary and the uncanny ability for farmers, shearers, and cattle-men to
survive in the conditions – the valuing of characters that depict resilience in the face of
adversity, play wonderfully into the Australian narrative.
Henry Lawson captures his thoughts and values, and conveys them through the poetic
devices of the stanzas, as he captures a snapshot of the experiences of the ‘true’ working
class Australians in 1892.
This text provides students with the opportunity to examine not only the craftmanship of
Paterson, but also the opportunity to evaluate the effect that the values of the composer
has on the reading of the text.
“The Hobbling Bogan” – Maryam Azam (poem)
Azam’s “The Hobbling Bogan” has been taken from her text The Hijab Files, which is a
collection of poems that describe daily aspects of being an Australian-born Muslim, from
wearing a Hijab, praying at school, relationships, to religious beliefs and practices. “The
Hobbling Bogan” is to be paired with the short stories from Alice Pung’s collection, as
together they provide a varied account of growing up in multicultural Australia. The
Hobbling Bogan is written from the perspective of a high school girl who battles daily with
the criticism of wearing a hijab; this poem shows insight into the torment she endures as
she goes about very mundane activities i.e. catching the bus. Much like Pung’s collection of
texts, Azam’s poem highlights the diversity of the Australian population, and its growth from
prejudice.
“My Country” – Tug Dumbly (poem)
Tug Dumbly is a comedic poet, set on addressing Australia’s most controversial topics such
as race, refugees, and commercialism; Dumbly uses poetic forms and features to comment
on the Australian Government’s treatment of refugees and asylum seekers in offshore
detention/quarantine camps. The Stage 6 syllabus asks teachers to provide students with

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opportunities to engage and critically analyse texts that address personal views and ideas on
current topics in the student’s individual world. The refugee and asylum seekers debate is at
the forefront of social and political discussion during the 2000’s and 2010’s; “My Country”
provides students with the opportunity to engage with a text created during a period of
‘controversy’ on the topic, and that also falls within their personal world.
“The last of his tribe” + “All one race” + “The Dispossessed” – Oodgeroo Noonuccal
(poems)
Oodgeroo Noonuccal was an Australian Aboriginal political activist, poet, and Indigenous
educator; Noonuccal, born Kathleen Ruska, wrote poetry that commented on major political
and social justice issues, suffered by the Aboriginal Australians over the last three hundred
years. She has authority to accurately represent the stories and emotions of the Aboriginal
and Torres Strait Islanders during colonisation, dispossession, and assimilation at the hands
of European settlers. The Stage 6 syllabus requires teachers to provide opportunities for
students to recognise and understand the unique “histories, cultures, traditions and
languages of Aboriginal and Torres Strait Islander Peoples” (NESA, pg 25, 2017). These
poems provide students an opportunity to engage with the representation of Aboriginal and
Torres Strait Islander’s collective experiences through the voice of Noonuccal; they give the
Australian Narrative a look at the consequences of white-European settler prejudice.
“Hansel and Gretel” + “Little Red Cap” – Brothers Grimm (short stories)
The Brothers Grimm create tales that instil moral values, aimed at creating autonomous
members of nineteenth century society; these tales act as a mode to convey messages of
parental guidance to children, as well as, highlighting contextual issues, i.e. famine, poverty,
and Christianity. These fairy tales are paired with:
- “The Sleeper and the Spindle” – Neil Gaiman (graphic story)
The Stage 6 syllabus asks teacher to provide students with opportunities to challenge
gender and to “study ways in which issues related to such differences and diversity are
represented in literary texts [and how this investigation] encourages the development of
thoughtfulness and informed views” (NESA, 2017, pg27). As Gaiman’s text is an adaptation
of the classical Sleeping Beauty tale; it provides students with the opportunity to examine
and challenges gender roles, masculinity, femininity, and misconceptions of what is
considered evil.
- “Oh Grandmother, what a big gun you have: The NRA rewrites classic fairy tales” –
Lindsey Bever (article)
Lindsey Bever’s online article in the Washington Post, takes a hard look into the contemporary
debate surrounding gun violence and children in the United States of America; Bever criticises
the National Rifles Association (NRA) for appropriating the classical fairy tales of Hansel and
Gretel, and Little Red Riding Hood, to include the use of automatic weapons in self-defence.
The Stage 6 syllabus, requires students to investigate how (form and features) and why
(conveying personal bias/ideas of the author) texts are “reimagined, appropriated or
reconceptualised for new audiences” (NESA, 2017, pg40). Bever’s article provides an
opportunity for students to examine and investigate why the NRA decided to appropriate the
fairy tales, and to what benefit they hoped to achieve.

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Lesson outlines:
Lesson Texts Focus concept (learning
intentions)
Week 1: lesson 1 Brothers Grimm: Students to:
Introduction to - Hansel and Gretel - Students to develop
Narrative + Fairy (Short story) knowledge of narrative
tales. structure.
- Identify and Explore how
forms and features are
used to create meaning in
texts.
- Understand how the
author’s and responder’s
context shape meaning in
text (NESA, pg 40, 2017).
- Develop student
knowledge on how
context and
representation are used
to create meaning.
Key teaching Syllabus Content
strategy
- Teacher EA11-8: Explains and evaluates
guided class cultural assumptions and values
discussion. in texts and tehri effect on
- Student meaning.
directed
reading. Content point:
- Paired student
discussion. - Analyse the ways that
specific language features
and stylistic features
represent cultural
assumptions and values in
a range of texts.
EA11-3: Analyse and uses
language forms, features and
structures of texts considering
appropriateness for specific
purposes, audiences and
contexts and evaluates their
effects on meaning.
Content point:
- Explain the effect of
language choices in
different personal, social
and cultural contexts and
how these choices
influence meaning.
Outline
Introduction to Narratives:
- Structure of a Narratives
(plot, characters, climax,
resolution).
- How are stories told.
- Purpose of narrative in
society.
Introduction to Fairy tales:
- Structure of a Fairy tale
(plot, characters, climax,
resolution).
- Purpose of Fairy tales - does
it apply in contemporary
society.
Reading of the text Hansel and
Gretel.
- Identify contextual elements
of the narrative.
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Week 1: lesson 2 Brothers Grimm: Students to:
Narratives with - Hansel and Gretel - Identify and Explore how
purpose: (Short story) forms and features are
used to create meaning in
Fairy tales. - Little Red Cap texts.
(Short story) - Understand how the
author’s and responder’s
context shape meaning in
text (NESA, pg 40, 2017).
- Understand how context
and representation are
used to create meaning in
texts.
Week 1: lesson 3 Lindsay Bever: Students to:
Appropriated - Oh Grandmother, - Examine the motives for
texts. what a big gun appropriating texts.
you have: The - Examine the role of
NRA rewrites context in appropriating
classic fairy tales texts.
(Washington post - Examine the role of the
author’s and responder’s
idea and beliefs related to
- Teacher EA11-1: Responds to, composes
guided class and evaluates complex texts for
discussion. understanding, interpretation,
- Student critical analysis, imaginative
directed expression and pleasure.
reading.
- Paired student Content point:
discussion.
- Explain the relationship
between responder,
composer, text and
context.
EA11-8: Explains and evaluates
cultural assumptions and values
in texts and tehri effect on
meaning.
Content point:
- Analyse the ways that
specific language features
and stylistic features
represent cultural
assumptions and values in
a range of texts.
- Teacher EA11-4: Strategically uses
guided class knowledge, skills and
discussion. understanding of language
- Student concepts and literary devices in
directed new and different contexts.
reading.
- Paired student Content point:
collaboration.
- Explain how composers
adapt language forms,
Hansel and Gretel – text:
- Re-cap the plot of the
narrative.
- Examine role of
representation and context
in creating meaning within
the text.
- Examine the purpose of the
narrative in both the 1800’s
and contemporary society.
Little Red Cap – Text:
- Reading of the text.
- Examine how
characterisation and
representation is used in the
narrative to create meaning.
- Discuss and examine how
the author’s and
responder’s context creates
meaning in the text.
- Discuss purpose of text in
1800’s and contemporary
society.
Oh Grandmother, what a big gun
you have: The NRA rewrites
classic fairy tales – online article:
- Reading of article.
- Discuss who the NRA are
and what they want to see
happen.
- Examine and discuss the
appropriation of texts.
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 article – online
article) 2016
- Identify the different
https://www.washin
gtonpost.com/news/
morning-
mix/wp/2016/03/24 - Examine the validity of
/oh-grandmother-
what-a-big-gun-you-
have-the-nra-
rewrites-classic-
fairy-
tales/?utm_term=.f7
44811af0e3
appropriated text (NESA,
pg 40, 2017).
views/ideas on each side
of the debate on gun/gin
violence.
the claims included in the
article.
- Student features and structures of
investigation. texts from other genres,
periods and cultures in new
texts for example
appropriations in popular
culture and the use of
literary allusion.
EA11-1: Responds to, composes
and evaluates complex texts for
understanding, interpretation,
critical analysis, imaginative
expression and pleasure.
Content point:
- Explain the relationship
between responder,
composer, text and
context.
- Discuss motives for
appropriating the texts.
- Identify the position of the
author (Bever) on the gun
debate in the United States.
- Identify and Examine how
the author has represented
the position of the NRA in
the article.
Student investigation:
- Students to locate the full
appropriated story from the
NRA website:
https://home.nra.org/
- Discuss motives behind the
removal of the appropriated
fairy tales from the website.

Week 1: lesson 4 Neil Gaiman: Students to: - Teacher EA11-4: Strategically uses The Sleeper and the Spindle –
guided knowledge, skills and text:
Reimagined texts. - The Sleeper and - Discuss and Examine the reading. understanding of language
the Spindle motives for reimagining - Teacher concepts and literary devices in - Reading of graphic story.
(Graphic Text) texts (NESA, pg 40, 2017). guided class new and different contexts. - Deconstructing the
2013 - Examine the role of discussion. elements of the narrative:
context in reimagining - Student led Content point: characterisation, climax,
texts. discussion. plot, conclusion.
- Examine the role of the - Paired student - Explain how composers - Discuss how the elements of
Julia Gillard (speech – author’s and responder’s discussion. adapt language forms, the texts have been
YouTube clip) 2013 idea and beliefs related to - Class features and structures of reconceptualised for new
reimagined text (NESA, pg collaboration. texts from other genres, audiences.
https://www.youtube. 40, 2017). - Student periods and cultures in new - Students to discuss gender
com/watch?v=ihd7ofr investigation. texts for example roles and how they have
wQX0 appropriations in popular been challenged in the text.

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 culture and the use of
literary allusion.
EA11-6: Investigates and
evaluates the relationships
between texts.
Content point:
- Discuss how point of view, is
used to create meaning in
texts. How the meaning can
be altered from a different
point of view.
Context: Australia during 2013 –
YouTube clip

- Analyse how composers - YouTube clip of Julia

combine element from
different texts, sources and
genres to create new texts
for particular audiences.
Gillard’s misogyny speech
toward Tony Abbott.
- Student to develop
contextual knowledge of the
publication period.
- Discuss the meaning
creation through context.

Week 2: lesson 1 Neil Gaiman: Students to: - Teacher EA11-1: Responds to, composes The Sleeper and the Spindle –
guided class and evaluates complex texts for text:
Codes and - The Sleeper and - Identify and Explain the discussion. understanding, interpretation,
conventions of the Spindle use of codes and - Paired student critical analysis, imaginative - Analyse the how the author
visual narrative. (Graphic text) conventions in graphic discussion. expression and pleasure. has used visual conventions
2013 texts to create meaning. - Class to create meaning.
collaboration. Content point: - Discuss the characterisation
depicted throughout the
- Analyse the ways language text.
features, text structures - Identify and discuss how
and stylistic choices shape representation aids or
ideas and perspectives and detracts from the narrative.
influence audiences. - Discuss how point of view, is
used to create meaning in
texts.

Week 2: lesson 2 Students to: - Class EA11-9: Reflects on, evaluates Developing main protagonist:
collaboration. and monitors own learning and
adjusts individual and

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 Composing - Compose
imaginative texts. imaginative/reimagined
texts by drawing from
prior knowledge of how
textual concepts create
meaning in texts (NESA,
pg 40, 2017).
- Use textual concepts
appropriately in the
creation of meaning.
- Analyse and manipulate
the relationship between
language and meaning
(NESA, pg 25, 2017).
Week 2: lesson 3 Oodgeroo Noonuccal: Students to:
Introducing the - The last of His - Investigate and critically
Australian Tribe (Poem) analyse the poetic
Narrative: 1970 devices used to create
meaning in texts.
- Student collaborative processes to
writing develop as an independent
workshops. learner.
- Collaborative
editing. Content point:
- Paired student
editing. - Uses constructive, critical
feedback from others to
improve learning, including
their own composing and
responding.
EA11-7: Evaluates the diverse
ways texts can represent
personal and public worlds and
recognises how they are valued.
Content point:
- Compose creative and
critical texts that reflect
particular values and
perspectives, including
their own.
- Class EA11-1: Responds to, composes
discussion. and evaluates complex texts for
- Student understanding, interpretation,
reading. critical analysis, imaginative
- Paired student expression and pleasure.
discussion.
- Students to visual develop
their protagonist.
- Students encouraged to
reimagine fairy tale
characters.
Composing texts:
- Students to draw from the
discussion on
representation,
characterisation, point of
view, and context to create
texts that discuss a
contemporary issue (NESA,
pg 40, 2017).
- Students are encouraged to
reimagine a classical fairy
tale (of their choosing) in
composing their text.
Editing:
- Students are encouraged to
peer edit their texts.
- Collaborating with peers
towards a second draft.
- Teacher editing made
available after peer editing.
Australian Narrative:
- Students to create a
timeline describing
Australia’s history/story:
British colonisation,
Aboriginal and Torres Strait
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Aboriginal and - The Dispossessed - Explore Aboriginal and - Teacher
Torres Strait (Poem) 1964 Torres Strait Islander
Islander narrative.
experiences. - Explain how the author
challenges/affirms
historical and cultural
knowledge (NESA, pg 40,
2017).
- Identify how narratives
are shaped by the
composer and
responder’s context
(NESA, pg 40, 2017).
Content point:
guided
discussion. - Explain the relationship
between responder,
composer, text and
context.
EA11-7: Evaluates the diverse
ways texts can represent
personal and public worlds and
recognises how they are valued.
Content point:
- Investigate and explain
how composers draw on
cultural, textual and
linguistic resources to
represent particular
perspectives in texts.
Islander
assimilation/dispossession,
Outback Bushmen, and
Multiculturalism.
The last of his Tribe – text:
- Identify poetic features.
- Analyse how meaning is
created through poetic
devices.
- Students to analyse the use
of Characterisation, point of
view, and representation of
characters/events in the
texts.
The Dispossessed – text:
- Identify poetic features.
- Analyse how meaning is
created through poetic
devices.
- Students to analyse the use
of Characterisation, point of
view, and representation of
characters/events in the
texts.
- Link texts to the Australian
narrative; how Australia is
portrayed in the texts.
- Students to analyse the
context of publication of the
texts.
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Week 2: lesson 4 Henry Lawson: Students to:
The Australian - The City Bushman - Investigate and critically
Narrative: (Poem) 1892 analyse the poetic
devices used to create
Bushmen. meaning in texts.
- Explain how the author
challenges/affirms
historical and cultural
knowledge.
- Identify how narratives
are shaped by the
composer and
responder’s context.
- Teacher EA11-7: Evaluates the diverse
guided ways texts can represent
discussion. personal and public worlds and
- Paired student recognises how they are valued.
reading +
discussion. Content point:
- Class
collaboration. - Investigate and explain
how composers draw on
cultural, textual and
linguistic resources to
represent particular
perspectives in texts.
EA11-8: Explains and evaluates
cultural assumptions and values
in texts and their effect on
meaning.
Content point:
- Analyse the ways that
specific language features
and stylistic features
represent cultural
assumptions and values in
a range of texts.
Australian Narrative:
- Develop the Bushman
identity.
- Class collaboration on what
does it mean to be
Australian: how does one
identify as Australian.
The City Bushman – text:
- Class reading of the text.
- Paired deconstruction of the
poem stanzas.
- Students to identify and
analyse how meaning is
created through form and
features.
- Student discussion of
poem’s place in Australian
narrative.
- Students to analyse how
meaning is created through
context, characterisation,
representation, and imagery
of the poem.

Week 3: lesson 1 Phillip Noyce: Students to: - Teacher EA11-8: Explains and evaluates Film techniques – text:
guided class cultural assumptions and values
The Australian - The Rabbit-Proof - Deconstruct cinematic discussion. in texts and their effect on - Students to elaborate on
Narrative: fence (film) 2003 techniques throughout - Paired student meaning. film techniques
the film. discussion and demonstrated during
Aboriginal and Lisasstudyguides: - Analyse how the collaboration. Content point: YouTube clip.
Torres Strait cinematic techniques - Students to identify
Islander - Film techniques create meaning/express - Evaluate the impact of additional cinematic
experiences. for students specific cultural references
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 (YouTube clip) the director’s ideas or
2016 beliefs.
- Explore Aboriginal and
https://www.youtube. Torres Strait Islander
com/watch?v=NvybQ5 narrative.
RpMkc - Identify how narratives
are shaped by the
composer and
responder’s context
(NESA, pg 40, 2017).
Week 3: lesson 2 Phillip Noyce: Students to:
The Australian - The Rabbit-Proof - Critically analyse the use
Narrative: fence (film) 2003 of characterisation, point
of view, representation,
Aboriginal and and narrative form, in the
Torres Strait development of
Islander characters and historical
experiences. events.
- Discuss/critically analyse
how historical events,
personal experience, or
cultural beliefs are
challenged or affirmed
- Student lead, on meaning, for example
class historical allusion, cultural
discussion. stories and symbol.
EA11-1: Responds to, composes
and evaluates complex texts for
understanding, interpretation,
critical analysis, imaginative
expression and pleasure.
Content point:
- Analyse the ways language
features, text structures
and stylistic choices shape
ideas and perspectives and
influence audiences.
- Teacher EA11-7: Evaluates the diverse
guided ways texts can represent
discussion. personal and public worlds and
- Paired student recognises how they are valued.
discussion and
collaboration. Content point:
- Student lead,
class - Investigate and explain
discussion. how composers draw on
- Teacher cultural, textual and
guided linguistic resources to
questioning. represent particular
perspectives in texts.
techniques used to create
meaning.
The Rabbit-Proof fence – text:
- Students to analyse the use
of cinematic techniques in
the creation of meaning
throughout the film.
- Identify how the context in
which the film was
produced, affirmed or
rejected the
collective/historical
experiences of Aboriginal
and Torres Strait Islanders.
- Aboriginal Cultural Heritage
Act 2003 (Queensland):
examine how the film
creates meaning in light of
the legislation.
The Rabbit-Proof fence – text:
- Discuss how the use of
characterisation,
representation, and point of
view shape the response of
the audience to the film
content.
- Students to analyse the use
of textual concepts in the
development of characters,
place, historical events, and
personal/collective
experiences.
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 throughout the film EA11-8: Explains and evaluates - Discuss the links to the
(NESA, pg 40, 2017). cultural assumptions and values Australian narrative: how
- Explore Aboriginal and in texts and their effect on this adds/detracts to what it
Torres Strait Islander meaning. means to be Australian.
narrative.
- Identify how narratives Content point:
are shaped by the
composer and - Examine the ways in which
responder’s context authors represent
(NESA, pg 40, 2017). Australian culture, place
and identity both to
Australians and the wider
world.

Week 3: lesson 3 Students to: - Class EA11-9: Reflects on, evaluates Developing texts:
collaboration. and monitors own learning and
Composing - Build upon and compose - Student adjusts individual and - Students are required to
imaginative texts imaginative/reimagined writing collaborative processes to build on the imagined text
texts by drawing from workshops. develop as an independent created in Week 2: lesson 2.
prior knowledge of how - Student learner. - Students to prepare final
textual concepts create drawing and draft of imagined text.
meaning in texts. composing Content point:
- Identify the appropriate workshops. Composing visual storyboard:
use of textual concepts in - Uses constructive, critical
the creation of meaning. feedback from others to - Students to develop scenes
- Effectively compose a improve learning, including for storyboard.
visual imaginative text. their own composing and - Students to accurately
responding. develop scenes, using the
discussed cinematic and
EA11-7: Evaluates the diverse visual image techniques.
ways texts can represent - Students to draw from
personal and public worlds and scenes of, The Rabbit-Proof
recognises how they are valued. fence and The Sleeper and
the Spindle, in supporting
Content point: their choice of technique.
- Students to draft
storyboard.

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Week 3: lesson 4 Maryann Azam: Students to:
The Australian - The Hobbling - Investigate and critically
Narrative: Bogan (Poem) analyse the poetic
2018 devices used to create
Refugees + meaning in texts.
Multiculturalism. Tug Dumbly: - Explain how the author
challenges/affirms
- My Country historical and cultural
(Poem) 2016 knowledge (NESA, pg 40,
2017).
- Explore Australian
Narrative through
Multiculturalism.
- Develop an
understanding and
knowledge of multiple
Australian experiences.
- Identify how narratives
are shaped by the
composer and
responder’s context
(NESA, pg 40, 2017).
- Students to consider
intercultural experiences.
- Compose creative and
critical texts that reflect
particular values and
perspectives, including
their own.
- Teacher EA11-7: Evaluates the diverse
guided ways texts can represent
discussion. personal and public worlds and
- Paired student recognises how they are valued.
discussion.
- Class Content point:
collaboration
Investigate and explain how
composers draw on cultural,
textual and linguistic resources
to represent particular
perspectives in texts.
EA11-3: Analyse and uses
language forms, features and
structures of texts considering
appropriateness for specific
purposes, audiences and
contexts and evaluates their
effects on meaning.
Content points:
Explain the effect of language
choices in different personal,
social and cultural contexts and
how these choices influence
meaning.
- Students to seek peer
editing for first draft.
The Hobbling Bogan – text:
- Class reading of the text.
- Deconstruct poem structure
and Identify poetic features.
- Analyse how meaning is
created through poetic
devices.
- Students to analyse the use
of Characterisation, point of
view, and representation of
characters/events in the
texts.
My Country – text:
- Class reading of the text.
- Identify poetic features.
- Analyse how meaning is
created through poetic
devices.
- Students to analyse the use
of Characterisation, point of
view, and representation of
characters/events in the
texts.
Linking to the Australian
narrative:
14

Week 4: lesson 1 Alice Pung: Students to:
The Australian - Growing up Asia - Students to consider
Narrative: in Australia intercultural experiences
(collection) 2008 (NESA, pg 18, 2017).
Multiculturalism - Identify how narratives
are shaped by the
composer and
responder’s context
(NESA, pg 40, 2017).
- Explain how the author
challenges/affirms
historical and cultural
knowledge (NESA, pg 40,
2017).
- Critically analyse the
poetic devices used to
create meaning in texts.
- Students to discuss how the
author’s ideas and beliefs
shape the meaning of the
text.
- Students to analyse how
meaning shapes the
Australian image/identity.
- Consider the role of
narrative in connecting
people across cultures, in
sharing collective or
individual experiences
(NESA, pg 40, 2017).
- Teacher EA11-2: Uses and evaluates Growing up Asian in Australia-
guided processes, skills and knowledge text:
discussion. required to effectively respond
- Paired student to and compose texts in - Analyse and discuss the
discussion. different modes, media and book features (chapter
- Teacher technologies. titles, front cover, blurb,
guided class Book title) and the creation
collaboration. Content point: of meaning – predicting the
narratives.
- Examine the ways - Read short story – Chinese
composers apply textual Lessons (short story, Pg16-
conventions to shape 21).
meaning in different - Students to discuss how the
modes, media and author’s ideas and beliefs
technologies. shape the meaning of the
text.
- Consider the role of
narrative in connecting
people across cultures, in
sharing collective or
individual experiences
(NESA, pg 40, 2017).
15

Week 4: lesson 2 Alice Pung: Students to:
The Australian - Growing up Asia - Students to consider
Narrative: in Australia intercultural experiences
(collection) 2008 (NESA, pg 18, 2017).
Multiculturalism - Identify how narratives
are shaped by the
composer and
responder’s context
(NESA, pg 40, 2017).
- Explain how the author
challenges/affirms
historical and cultural
knowledge (NESA, pg 40,
2017).
- Teacher EA11-1: Responds to, composes
guided and evaluates complex texts for
discussion. understanding, interpretation,
- Paired student critical analysis, imaginative
discussion. expression and pleasure.
- Teacher
guided class Content points:
collaboration.
- Explain the relationship
between responder,
composer, text and
context.
- Analyse the ways language
features, text structures
and stylistic choices shape
- Discuss how the use of
characterisation,
representation, and point of
view shape the response of
the audience.
- Students to analyse the
context of publication of the
texts.
The Australian Narrative:
- Link texts to the Australian
narrative; how Australia is
portrayed in the texts.
- Students to discuss how the
author’s ideas and beliefs
shape the meaning of the
text.
- Students to analyse how
meaning shapes the
Australian image/identity.
Growing up Asian in Australia –
text:
- Class reading The Beat of a
Different Drum (short story,
pg 42-50)
- Students to discuss how the
author’s ideas and beliefs
shape the meaning of the
text.
- Consider the role of
narrative in connecting
people across cultures, in
sharing collective or
16
 - Critically analyse the
poetic devices used to
create meaning in texts.
Week 4: lesson 3 Alice Pung: Students to:
The Australian - Growing up Asia - Students to consider
Narrative: in Australia intercultural experiences
(collection) 2008 (NESA, pg 18, 2017).
Multiculturalism - Identify how narratives
Oodgeroo Noonuccal: are shaped by the
composer and
- All One Race responder’s context
(Poem) 1992 (NESA, pg 40, 2017).
- Explain how the author
challenges/affirms
historical and cultural
knowledge (NESA, pg 40,
2017).
ideas and perspectives and
influence audiences.
EA11-2: Uses and evaluates
processes, skills and knowledge
required to effectively respond
to and compose texts in
different modes, media and
technologies.
Content point:
- Examine the ways
composers apply textual
conventions to shape
meaning in different
modes, media and
technologies.
- Teacher EA11-1: Responds to, composes
guided and evaluates complex texts for
discussion. understanding, interpretation,
- Paired student critical analysis, imaginative
discussion. expression and pleasure.
- Class
collaboration. Content point:
- Teacher
guided class - Explain the relationship
collaboration. between responder,
composer, text and
context.
individual experiences
(NESA, pg 40, 2017).
- Discuss how the use of
characterisation,
representation, and point of
view shape the response of
the audience.
The Australian Narrative:
- Students to discuss how the
author’s ideas and beliefs
shape the meaning of the
text.
- Students to analyse how
meaning shapes the
Australian image/identity.
- Discuss how Australia is
portrayed in the texts, how
these texts link to the
Australian narrative.
Growing up Asian in Australia –
text:
- Class reading of A New
Challenger (comic, Pg 186-
192).
- Students to discuss how the
author’s ideas and beliefs
shape the meaning of the
text.
- Consider the role of
narrative in connecting
people across cultures, in
sharing collective or
17
 - Critically analyse the
poetic devices used to
create meaning in texts.
- Explore a range of
narratives of the past and
contemporary era that
convey ideas, attitudes
and vales of the
Australian people (NESA,
pg 40, 2017).
Week 4: lesson 4 Students to: - Student
Composing - Build upon and compose
imaginative texts. imaginative/reimagined - Individual
texts by drawing from
EA11-8: Explains and evaluates
cultural assumptions and values
in texts and their effect on
meaning.
Content point:
- Examine the ways in which
authors represent
Australian culture, place
and identity both to
Australians and the wider
world.
EA11-7: Evaluates the diverse
guided ways texts can represent
discussion. personal and public worlds and
recognises how they are valued.
workshops.
individual experiences
(NESA, pg 40, 2017).
- Discuss how the use of
characterisation,
representation, and point of
view shape the response of
the audience.
All One Race – text:
- Class reading of text.
- Identify poetic features.
- Analyse how meaning is
created through poetic
devices.
- Students to analyse the use
of Characterisation, point of
view, and representation of
characters/events in the
texts.
The Australian Narrative:
- Students to analyse how
narratives of the past and
contemporary period, shape
the Australian story/identity
(NESA, pg 40, 2017).
- Students to consider how
Australia’s Narrative will
change in the future.
Developing texts:
- Students are required to
build on creative text
18
 prior knowledge of how
textual concepts create
meaning in texts.
- Identify the appropriate
use of textual concepts in
the creation of meaning.
- Effectively compose a
visual imaginative text
- Creatively express
complex ideas about their
world through language
and film (NESA, pg 40,
2017).
- Collaborative Content point:
peer editing.
- Compose creative and
critical texts that reflect
particular values and
perspectives, including
their own.
developed in Week 2: lesson
2 & Week 3: lesson 3.
- Students to prepare final
draft of visual storyboard.
Transferring storyboard into
short film:
- Students to develop scenes
from storyboard, into short
film.
- Students to accurately
develop scenes, using the
discussed cinematic and
visual image techniques.
- Students to develop and
design props and costumes
highlighted in storyboard.
- Students given the option to
develop/perform live-action
short film, or ICT cartoon.
Students to seek peer editing for
first draft.
19
Week 1: Lesson 1 – Introduction to Narrative + Fairy Tales
Class: Year 11 Advanced Time: 60mins

Syllabus outcomes for students:

EA11-8: Explains and evaluates cultural assumptions and values in texts and tehri effect on meaning.

o Analyse the ways that specific language features and stylistic features represent cultural assumptions
and values in a range of texts.

EA11-3: Analyse and uses language forms, features and structures of texts considering appropriateness for specific
purposes, audiences and contexts and evaluates their effects on meaning.

o Explain the effect of language choices in different personal, social and cultural contexts and how these
choices influence meaning.

Strategies for introducing the lesson:

Mind map:
- Encourages students provide wide responses to the questions “What is the purpose of Narrative”, “How are
Narratives communicated throughout history”, and “What is the structure of Narratives”.
- Teacher guided activity.
- Provides opportunity for the teacher to guide student response(s), in an effort to emphasise specific
ideas/concepts.

Resources:

- Brothers Grimm: Hansel and Gretel (Short story) – copies for all students.
- Structured comprehension/diagram – worksheet (copies for each student).
- Student access to technology.
- Access to internet.

Procedure:
(include where each syllabus content is addressed)
Time Organisation
15 mins Teacher directed class discussion.
- Students to have access to
technology.
- Students and teacher to
collaborate in the creation of
google documents/mind map.
15 mins THINK, PAIR, SHARE – student
collaboration and class sharing.
- Structured comprehension
sheet.
Teaching/learning Activities
Mind map:
- Structure of narrative.
- How Narratives are told.
- Purpose of Narratives
throughout history.
Structure diagram:
Plot Fairytale structure.
- Exposition: (scene setting and
character description).
- Rise of events/creation of
suspense: complications.
- Magical element(s).
- Climax.
- Fall of events: how characters
endured the rise of events.
- Resolution: what is meant by
“Fairytale ending”.

20
 Students to identify and develop
understanding the used of
appropriate technical terms.

Students begin to develop

25 mins Student directed reading.
5 mins Exit cards
- Exit DARTs: “Provide ONE
example of language or
structural feature of Hansel
and Gretel that creates
meaning”
connections between the context of
publication and meaning created
within the text.
EA11-8
Reading of Hansel and Gretel:
Annotate short story:
- Describe and provide examples
for how language is used in the
development of characters (i.e.
imagery, dialogue, colour)
- Identify the structure of the
narrative – using developed
structure diagram.
EA11-3
Exit cards:
- Students to provide teacher
with ONE example of language
or stylistic feature of Hansel
and Gretel that creates
meaning in the narrative.
EA11-3

Evaluation:

Students have been asked to participate in closing DARTs activity, this requires students to participate in the
following:
- Identify and analyse how stylistic features are used to create meaning.
- Identify and analyse how stylistic features are used to convey contextual, cultural and historical ideas/beliefs.

21
Week 2: Lesson 2 – Composing imaginative texts.
Class: Year 11 Advanced Time: 60mins

Syllabus outcomes for students:

EA11-9: Reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to
develop as an independent learner.

o Uses constructive, critical feedback from others to improve learning, including their own composing and
responding.

EA11-7: Evaluates the diverse ways texts can represent personal and public worlds and recognises how they are
valued.

o Compose creative and critical texts that reflect particular values and perspectives, including their own.
Strategies for introducing the lesson:
DARTs activity:
- Provides students with insight into the lesson prepared for the day.
- Encourages student critical thinking.
- Allows students to engage with lesson content as soon as they walk through the door.
- Promotes student discussion, in both paired and whole class setting.

Resources:
- Character “mug-shot” – google document.
- Access to technology.
- Access to internet.
- Access to previously developed “Fairytale structure diagram” (Week 1, Lesson 1) – worksheet.
- Writer’s workshop tool description – google document.

Procedure:
(include where each syllabus content is addressed)
Time Organisation
5 mins Student discussion.
- Teacher to have written DARTs
questions on board, before the
beginning of lesson.
15 mins Student lead discussion and
writing/drawing.
+ Teacher guided questions.
- Student access to internet and
technology.
- Student to develop ideas from
google document template.
- Access to technology and the
internet.
Teaching/learning Activities
DARTs Activities:
- Provide an example of
contemporary society’s
debates/issues? (i.e. refugees,
gender roles, religion, political
debates)
EA11-7
- How is meaning developed
through language and stylistic
choices?
- Identify as many Fairytale
narratives as possible.
Character “mug-shot”:
development:
Students to develop the protagonist
of their imagined texts, include:
- Physical description (stature).
- “evil or good” personal
connotations.
- Gender.
- Cultural or religion.
22

25 mins Student lead writing tasks – teacher
to provide guidance where needed.
- Students to have access to
“Fairytale structure diagram”
developed in Wk1.
- Access to technology.
15 mins Student collaboration – paired
- Writer’s Toolbox worksheet.
- Access to technology.
Homework:
Evaluation:
Student understanding is to be evaluated throughout the construction of the imagined text; students
should show understanding, as well as, examples of appropriate manipulation of language, structure, and
contemporary views/beliefs in the creation of meaning. This evaluation should be conducted as the
teacher circles the room, providing feedback and guidance where needed.
Students to develop written and/or
visual description of protagonist.
Students to choose Fairytale(s)
within which the developed
protagonist will create the most
significant meaning.
EA11-7
Composing imaginative text:
Students to challenge contemporary
issue, through the creation of
reimagined Fairytale:
- Choose ONE contemporary
issue previously discussed in
DARTs activity.
- Identify the original Fairytale(s)
for adaptation.
- Students to plan narrative
progression.
Students to utilise the “Fairytale
Structure diagram”, developed in
Week 1, Lesson 1.
In planning plot progression,
students should maintain personal
views and values throughout
imagined text.
EA11-7
Peer editing:
Students to utilise Writer’s Toolbox
(Harper, 1997) in editing reimagined
narratives.
Students to swap texts and editing
simultaneously.
EA11-9
Students to engage with peer
feedback and make changes to text
between lessons (as homework, and
should be started in class).
EA11-9
Students to continue to develop
imagined narratives:
- Undergo multiple drafts and
opportunities for editing.
- Reflect on writing style and
narrative construction.
EA11-9
23
Week 3: Lesson 4 – The Australian Narrative: Refugees + Multiculturalism.

Class: Year 11 Advanced Time: 60mins

Syllabus outcomes for students:

EA11-7: Evaluates the diverse ways texts can represent personal and public worlds and recognises how they are
valued.

o Investigate and explain how composers draw on cultural, textual and linguistic resources to represent
particular perspectives in texts.

EA11-3: Analyse and uses language forms, features and structures of texts considering appropriateness for specific
purposes, audiences and contexts and evaluates their effects on meaning.

o Explain the effect of language choices in different personal, social and cultural contexts and how these
choices influence meaning.

Strategies for introducing the lesson:

Reading and evaluation of meaning – My Country:
- Encourages students to independently engage with the text.
- Begins the process of evaluating the validity/reliability of the author.
- Teacher guided questions allows students to be “guided” into an appropriate frame of thinking and evaluating.
- Students become more proficient in identifying an author’s bias/values/ideas within texts.

Resources:

- Maryann Azam: The Hobbling Bogan (Poem) 2018.

- Tug Dumbly: My Country (Poem) 2016.
- Access to technology.
- Access to internet.

Procedure:
(include where each syllabus content is addressed)
Time Organisation
15 mins Student directed reading.
+ teacher guided questions.
- Copy of poem for each student.
- Access to technology and
internet.
25 mins Student collaboration
+ student directed class discussion.
- Student access to technology
and internet.
- Copy of poem for each student.
Teaching/learning Activities
Reading and evaluating reliability:
My Country – Tug Dumbly.
Students to investigate Tug Dumbly
as a poet.
- Discuss value of work.
- Evaluate the reliability of
Dumbly’s
arguments/ideas/beliefs.
- Identify bias within the text.
EA11-7
Students to identify and provide
examples of poetic feature/devices
used throughout the text.
EA11-3
Poetic Features in the creation of
meaning:
Students to form groups and
deconstruct a stanza from the
poem.
24
 - Student access to google - Teacher to provide stanzas to
document. each group. (to be chosen in
relation to ability of those in
group).
- Meaning to be derived from
the codes and conventions
throughout the text.
EA11-3
Students to provide answers:

- Discuss how Dumbly represents

the historical events of early
colonisation and dispossession
of Aboriginal and Torres Strait
islanders.
- Discuss how language features
are used to examine the
“refugee crisis” in Australia.
- Examine how the choice of
literary forms and language
features express the author’s
values and ideas.
- Explore how the author’s and
responder’s context also shape
meaning.
EA11-7
15 mins Linking to the Australian narrative:

- Students to discuss the

representation of Australia in
the poem. Students to analyse
how the developed meaning
shapes the Australian
image/identity.
EA11-3

Students to provide TWO

developed points linking the text to
the Australian narrative, could
include;
- How a number of poetic
features are used to create
national identity.
- Points on the validity of
Dumbly as an authority on
Australian representation.
- Identification of specific
examples of bias/values/beliefs
within the text.
EA11-7
5 mins Summarising the representation of
Muslim experience in Australia:
- Students to identify and explain
the cultural assumption
displayed throughout the text.

25
 - Discuss the validity of the
assumptions present in the
text.
Task to be complete for homework.

Evaluation:

Student understanding of how composers draw from cultural and historical events, paired with specific
language choices to shape meaning throughout the text, is evaluated during student participation in class
discussion on: the creation of meaning through poetic features, and examining how the collective or
individual cultural experiences are represented in the texts.

26
Week 4: Lesson 3 – The Australian Narrative: Multiculturalism.

Class: Year 11 Advanced Time: 60mins

Syllabus outcomes for students:

EA11-1: Responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure.

o Explain the relationship between responder, composer, text and context.

EA11-8: Explains and evaluates cultural assumptions and values in texts and their effect on meaning.

o Examine the ways in which authors represent Australian culture, place and identity both to Australians
and the wider world.

Strategies for introducing the lesson:

DARTs activity:
- Provides students with insight into the lesson prepared for the day.
- Encourages student critical thinking.
- Allows students to engage with lesson content as soon as they walk through the door.
- Promotes student discussion, in both paired and whole class setting.

Resources:

- Alice Pung “Growing up Asia in Australia”: A New Challenger (Comic) 2008

- Oodgeroo Noonuccal: All One Race (Poem) 1992
- Student Access to technology and the internet.

Procedure:
(include where each syllabus content is addressed)
Time Organisation Teaching/learning Activities
10 mins Class reading Initial response to A New
+ DARTs Activity. Challenger:
- Class reading of the text.
- What is the text expressing?
- What ideas/values are being
communicated?
- How is the text connecting
cultures/people?

13 mins Student discussion. Critical Response to A New

Challenger:
- Students to analyse how the
author has used
characterisation,
representation, and point of
view, in shaping the audience’s
response to the text.
- Discuss and explain how the
author’s and responder’s
context creates meaning.
EA11-1
10 mins Class reading Initial response to All One Race:
27
 + DARTs Activity. - Class reading of the text.
- What is the text expressing?
- What ideas/values are being
communicated?
- How is the text connecting
cultures/people?
12 mins Student discussion. Critical Response to All One Race:
- Students to analyse how the
author has used
characterisation,
representation, and point of
view, in shaping the audience’s
response to the text.
- Discuss and explain how the
author’s and responder’s
context creates meaning.
EA11-1
15 mins Links to the Australian Narrative:
- Students to analyse how the
authors have represented
Australian culture.
- Students to examine how the
Australian identity has changed
over time with reference to
texts studied over module.
EA11-8
Answers to be completed for
homework and submitted online
via google documents.
Evaluation:

Evaluation of student ability to examine and explain the relationship between author, responder, and text
in the representation and development of Australian identity is evident in the quality of responses to
concluding question “Examine how the Australian identity has changed over time with reference to texts
studied over the module”. Students should have the ability to recognise the relationship and authority
context, as well as, the author’s values and beliefs have in the creation of meaning in their texts.

28
References/Resources:

ABC News (Australia). (2012). Julia Gillard’s “misogyny speech” in full. [Video File]. Retrieved from:
https://www.youtube.com/watch?v=ihd7ofrwQX0

Allen, D., Wichterle Ort, S., & Schmidt, J. (2009). Supporting classroom assessment practice: Lessons from a
small high school. Theory into Practice, 48(1), 72-80. Doi: 10.1080/00405840802577650

Azam, M. (2018). The hijab files. Sydney, Australia: Giramondo Publishing Company.

Bever, L. (2016, March 25). Oh grandmother, what a big gun you have: The NRA rewrites classic fairy tales.
The Washington Post. Retrieved from: https://www.washingtonpost.com/news/morning-
mix/wp/2016/03/24/oh-grandmother-what-a-big-gun-you-have-the-nra-rewrites-classic-fairy-
tales/?utm_term=.2612aa71331e

Boas, E. and Gazis, S. (eds) (2016), The Artful English Teacher: Over 100 Practical Strategies for the English
Classroom, Adelaide: Australian Association for the Teaching of English.

British Council. (2003). Interacting with texts: Directed activities related to texts (DARTs). Retrieved from:
https://www.teachingenglish.org.uk/article/interacting-texts-directed-activities-related-texts-darts

Dumbly, T. (2016). My Country. ResearchGate. Retrieved from:

https://www.researchgate.net/publication/311567459_My_Country/fulltext/5a203d6a0f7e9b4d19
272d55/311567459_My_Country.pdf

Gaiman, N. (2013). The sleeper and the spindle. London, Great Britain: Bloomsbury Publishing Plc.

Gannon, S., Howie, M. and Sawyer, W. (eds) (2010) Charged with Meaning Putney: Phoenix Education.

HSC Coworks. (n.d.). HSC English literary devices and language techniques list. Retrieved from:
https://hsccoworks.com.au/hscenglishlanguagetechniques

Lawson, H. (1892). The City Bushman. Australian Poetry Library. Retrieved from:
https://www.poetrylibrary.edu.au/poets/lawson-henry/the-city-bushman-0002033

Lisastudyguides. (2016). Film techniques for students. [Video file]. Retrieved from:
https://www.youtube.com/watch?v=NvybQ5RpMkc

NSW Department of Education. (2016). English textual concepts. Retrieved from:

http://www.englishtextualconcepts.nsw.edu.au/

NESA. (2017). English advanced: Stage 6 syllabus. Retrieved from:

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/stage-6-english/english-advanced-2017

Noyce, P. (2003). Rabbit-Proof Fence. [Motion Picture]. United States of America: Rumbalara Films, The
Australian Film Commission, Australian Film Finance Corporation, Lotteries Commission of Western
Australia, Oslen Levy, Showtime Australia.

Noonuccal, O. (1964). The Dispossessed. Australian Poetry Library. Retrieved from:

https://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo/the-dispossessed-0719048

29
Noonuccal, O. (1992). All one race. Australian Poetry Library. Retrieved from:
https://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo/all-one-race-0719001

Noonuccal, O. (1970). The last of his tribe. Australian Poetry Library. Retrieved from:
https://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo/last-of-his-tribe-0719010

Pung, A. (Ed.). (2008). Growing up Asian in Australia. Victoria, Australia: Black Inc, pg 16-21,42-50, 186-192.

Schetrumpf, T. (n.d.). Cinematic techniques: Critical studies. Prime Education. Retrieved from:
https://www.primeeducation.com.au/cinematic-techniques-critical-studies/

Tatar, M. (Ed.). (1999). The classical fairy tales: A Norton critical edition. New York, America: Norton &
Company, 13-16 & 184-190.

Wilson, K., & Devereux, L. (2014). Scaffolding theory: High challenge, high support in academic language
and learning (ALL) contexts. Journal of Academic Language & Learning, 8(3), A91-A100.

30