FOUR WEEK LESSON PLAN

Professional Task
 Bronte Ledingham
FOUR WEEK LESSON PLAN

Rationale

This unit of work is intended for a mixed-ability year 9, Stage 5 class. Students will

have been introduced to some Indigenous literatures when they move to Stage 5 and will

have a greater maturity to engage in the socially and culturally relevant issues in ‘Sister

Heart’. This text will be studied with activities that focus on context, genre, character,

theme, and literary value. When students partake in a close study of text in Stage 5, they

learn that context shapes a person’s response to text, genre shapes representation and

perception, and theme provides insight into the perspective of the author. Students also

learn that societal values and attitudes are portrayed through the characters, and that texts

express views about the human condition in ways that vary across time and culture.

The purpose of this unit is to develop student’s social and cultural capability through

taking culturally informed approaches to their work, engaging with Aboriginal people’s

histories and cultures, and fostering cultures that respect the experiences and perspectives

of Aboriginal histories and communities. This unit also meets the cross-curriculum priority

for Aboriginal and Torres Strait Islander histories and cultures.

Students spend a lot of time engaging in a close study of text. The assessment task

for this unit looks to develop student’s ability to create meaningful and creative texts. The

assessment task allows students to use what they have learned about the English textual

concepts, and apply them to new contexts to create informed, thoughtful texts with an

element of literary value.

 Bronte Ledingham
FOUR WEEK LESSON PLAN

Extract
 Bronte Ledingham
FOUR WEEK LESSON PLAN

Text extract will be annotated in class for:

- Text structure

o Sentence lengths

o Stanza lengths

- Religious reference

o Jonah and the whale

o Anne, mother of virgin Mary

- Aboriginal cultures and histories

o Language names

- Context

o Aboriginal cultures and history

- Textual techniques

o Narrative voice

o Dialogue

o Punctuation
 Lesson plan: Week One
Syllabus outcomes to be Time Organisation (whole Learning/teaching activities Resources/materials
addressed class, small groups, required
pair work, individual
work)
Lesson apply existing Settling Settling class Settling class procedures:  Novel ‘Sister
One knowledge, skills and class procedures: teacher o Students are to line up outside and only enter when Heart’
understanding about procedures: led, students must instructed by the teacher.
language to access and 10 minutes work individually o Students come in and sit.  Use of
express increasingly during this time to o Students must have phones away and appropriate whiteboard
complex information and ensure learning writing tools out. For this lesson they will need a pen
ideas for new purposes, activities are able to and their English book.
audiences and contexts be completed o Teacher writes on board list of tasks/learning goal for  Whiteboard
today and students must create a cover page in their markers
books for this lesson which writes them down:
o Today’s tasks:  Stage 5 concepts
 Introduction to context (English textual
 What book are we reading? concepts
 Let’s delve into the context! website)
o Learning goal:
 Develop knowledge of context
 Identify some of the context of ‘Sister Heart’

Context: 15 Context: teacher Context: Teacher introduces students to the English textual
minutes leads this concept of context.
explanation. Teacher The Stage 5 learning expectations are written on the board for
to read out the students to copy down (this will be revisited in the concept
Stage 5 expectations map)
and write them on Stage 5 expectations:
the board.  Students understand how the complexity of their
own and of other contexts shape composition and
Students are to response to texts.
individually work on  Students learn that
copying these o their perceptions of the world are filtered
through their own context
 Bronte Ledingham
FOUR WEEK LESSON PLAN

expectations into o context shapes language, forms and features

their books of texts
o language, forms and features of texts
inscribe values and attitudes in their
representations of people, information and
ideas
o texts may be responded to and composed
differently in different contexts.

Let me sell it to you: After looking at the expectations for

Let me sell Let me sell it to you: context, students need to be introduced to the book they will
it to you: 5 Teacher leads this, be studying. Let me sell it to you script for teacher use:
minutes students listen
quietly ‘Sister Heart’ is a beautiful, fictional story that follows a young
Aboriginal girl as she is taken from Australia’s North and sent
to an institution in the South.
This story is told from a child’s perspective which makes it easy
to read and follow but brings into question the narrator’s
reliability. This text is also written in free verse, which sets it
apart from other Indigenous texts, and we can look at poetic
devices as well as language techniques to examine meaning
and feel the power of family and friendship.

Let’s delve into context!

 Students are to work in pairs to research as much as
they can about the book ‘Sister Heart’, the author –
Sally Morgan, and the histories and cultures of
Let’s delve Let’s delve into Aboriginal persons and the Stolen Generation.
into context!  Students should share something they have
context! Students work in discovered, and the class will collaboratively
10 minutes pairs brainstorm on the board.
 Bronte Ledingham
FOUR WEEK LESSON PLAN

Lesson investigate the ways Settling Settling class Settling class procedures:  Class set of
Two different modes, subject class procedures: teacher o Students are to line up outside and only enter when ‘Sister Heart’
areas, media and procedures: led, students must instructed by the teacher.
cultural representation 10 minutes work individually o Students come in and sit.  Whiteboard
affect their personal and during this time to o Students must have phones away and appropriate
critical responses to ensure learning writing tools out. For this lesson they will need a pen
texts activities are able to and their English book.  Whiteboard
be completed o Teacher writes on board list of tasks/learning goal for markers
today and students must create a cover page in their
books for this lesson which writes them down:
o Today’s tasks:
 Begin reading ‘Sister Heart;’
 Write down inquiry question and start
thinking about how you are going to answer
it

Wide Wide reading: Wide reading:

reading: 30 Individual Students spend allocated class time reading ‘Sister Heart’.
minutes Students should consider the inquiry question during this time

Inquiry question for Inquiry question for the week:

the week: How does context influence how the responder reacts to the
Individual text ‘Sister Heart’?
Lesson creatively transform a Settling Settling class Settling class procedures:
Three range of different types class procedures: teacher o Students are to line up outside and only enter when  www.canva.com
of texts, including their procedures: led, students must instructed by the teacher.
own, into new 10 minutes work individually o Students come in and sit.  Whiteboard
imaginative texts, during this time to o Students must have phones away and appropriate
experimenting with ensure learning writing tools out. For this lesson they will their
patterns, activities are able to laptops/iPad devices  whiteboard
representations, be completed o Teacher writes on board list of tasks/learning goal for markers
intertextuality and today and students must create a cover page in their
appropriations books for this lesson which writes them down:
o Today’s tasks:
 Bronte Ledingham
FOUR WEEK LESSON PLAN

 Create a context collage

Imaginative recreation:
Create a digital collage that represent the context from the
text. This collage should stick to one or two aspects of context
Imaginative Imaginative and use a variety of modern and contemporary images/texts.
recreation: recreation: groups You may look at blogs, movie posters, magazine articles etc. to
30 minutes of 2-4 find images and text to add to your collage.

Lesson engage with a range of Settling Settling class Settling class procedures:  Extract from
Four increasingly complex class procedures: teacher o Students are to line up outside and only enter when ‘Sister Heart’
language forms, features procedures: led, students must instructed by the teacher.
and structures of texts in 10 minutes work individually o Students come in and sit.  Whiteboard
meaningful, during this time to o Students must have phones away and appropriate
contextualised and ensure learning writing tools out. For this lesson they will their
authentic ways activities are able to laptops/iPad devices  Whiteboard
be completed o Teacher writes on board list of tasks/learning goal for markers
today and students must create a cover page in their
books for this lesson which writes them down:  Google-docs
o Today’s tasks:
 Annotate an extract from ‘Sister Heart’
 Write a paragraph that links textual
techniques and context
Close Close study-
study- Annotate Close study- Annotate for meaning making:
Annotate Whole class  Annotate an extract for techniques that show
15 minutes context. Students will do this as a class on Google-
Docs, annotating by adding comments to the extract
in a word document (example exemplar will be
provided).
Close  Students may use the knowledge from the week to
study- Close study- draw connections between the extract and context.
Respond Respond
 Bronte Ledingham
FOUR WEEK LESSON PLAN

15 minutes Individual Close study- Responding to text:

 Write 4 sentences that explain how a technique
found in the extract shows context. Follow a TEEL
paragraph structure.
Lesson analyse and explain the Settling Settling class Settling class procedures:  Goconqur.com
Five ways language forms class procedures: teacher o Students are to line up outside and only enter when
and features, ideas, procedures: led, students must instructed by the teacher.  Google docs
perspectives and 10 minutes work individually o Students come in and sit.
originality are used to during this time to o Students must have phones away and appropriate
shape meaning ensure learning writing tools out. For this lesson they will their  Whiteboard
activities are able to laptops/iPad devices
be completed o Teacher writes on board list of tasks/learning goal for  Whiteboard
today and students must create a cover page in their markers
books for this lesson which writes them down:
o Today’s tasks:
 Create a concept map
 Write your response to the inquiry question
on Google-Docs

Revisit Revisit context: Revisit context:

context: Whole class Class create a concept map that links:
20 minutes  Textual techniques
 Examples
 Context

Response Response to inquiry Response to inquiry question:

to inquiry question: In a shared document on Google-Docs, students are to type
question: Individual their responses to the inquiry question from lesson two.
10 minutes
Extension: Extension:
Extension: Individual/group Complete work missed from the previous lessons
x minutes work depending on
what the student is
working on
 Bronte Ledingham
FOUR WEEK LESSON PLAN

Lesson plan: Week Two

Syllabus outcomes to be Time Organisation (whole Learning/teaching activities Resources/materials
addressed class, small groups, required
pair work,
individual work)
Lesson understand that people's Settling Settling class Settling class procedures:  Novel ‘Sister
One evaluations of texts are class procedures: teacher o Students are to line up outside and only enter when Heart’
influenced by their value procedures: led, students must instructed by the teacher.
systems, the context and 10 minutes work individually o Students come in and sit.  Use of
the purpose and mode of during this time to o Students must have phones away and appropriate whiteboard
communication ensure learning writing tools out. For this lesson they will need a pen
activities are able to and their English book.
be completed o Teacher writes on board list of tasks/learning goal for  Whiteboard
today and students must create a cover page in their markers
books for this lesson which writes them down:
o Today’s tasks:  Stage 5
 Introduction to genre concepts
 Let’s delve into the genre! (English textual
o Learning goal: concepts
 Develop knowledge of context website)
 Identify some of the context of ‘Sister Heart’

Genre: 15 Genre: teacher Genre: Teacher introduces students to the English textual
minutes leads this concept of genre.
explanation. The Stage 5 learning expectations are written on the board for
Teacher to read out students to copy down (this will be revisited in the concept
the Stage 5 map)
expectations and Stage 5 expectations:
write them on the  Students understand that particular values attach to
board. certain genres.
 Students learn that
o Genres shape representation and perception
 Bronte Ledingham
FOUR WEEK LESSON PLAN

o Adaptations of genres across time and culture reflect

changing values
o Subverting the genre can challenge the value system
associated with the genre.

Let’s delve Let’s delve into Let’s delve into genre!

into genre! genre! Students  Think/pair/share – students write down the genre(s)
15 minutes work in pairs they think ‘Sister Heart’ is.
 Students may research genre on their devices.
 Students should share something they have written
down, and the class will collaboratively brainstorm on
the board.
 Answer the following questions with 1 sentence for
each:
o What is genre?
o How can we identify genre?
o What parts of a book show genre?
Lesson research, analyse and Settling Settling class Settling class procedures:  Class set of the
Two explain the treatment of class procedures: teacher o Students are to line up outside and only enter when novel ‘Sister
a common theme or idea procedures: led, students must instructed by the teacher. Heart’
in a range of text in 10 minutes work individually o Students come in and sit.
different modes and during this time to o Students must have phones away and appropriate  Whiteboard
media ensure learning writing tools out. For this lesson they will need a pen
activities are able to and their English book.
be completed o Teacher writes on board list of tasks/learning goal for  Whiteboard
today and students must create a cover page in their markers
books for this lesson which writes them down:
o Today’s tasks:
 Continue reading ‘Sister Heart;’
 Write down inquiry question and start
thinking about how you are going to answer
Wide it
reading: 30 Wide reading:
minutes Individual Wide reading:
 Bronte Ledingham
FOUR WEEK LESSON PLAN

Students spend allocated class time reading ‘Sister Heart’.

Students should consider the inquiry question during this time

Inquiry question: Inquiry question for the week:

Individual How does the genre of ‘Sister Heart’ communicate the value
systems associated with Indigenous histories and cultures?
Lesson consider how aspects of Settling Settling class Settling class procedures:  Assessment task
Three texts, including class procedures: teacher o Students are to line up outside and only enter when handout
characterisation, setting, procedures: led, students must instructed by the teacher.
situations, issues, ideas, 10 minutes work individually o Students come in and sit.  Whiteboard
tone and point of view, during this time to o Students must have phones away and appropriate
can evoke a range of Introduce ensure learning writing tools out. For this lesson they will need a pen
responses, including assessment activities are able to and their English book. They will also need a device.  Whiteboard
empathy, sympathy, task: 10 be completed o Teacher writes on board list of tasks/learning goal for markers
antipathy and minutes today and students must create a cover page in their
indifference Introduce books for this lesson which writes them down:
Students assessment task: o Today’s tasks:
may begin teacher explains the  Assessment task
to work on assessment task.  Visual techniques handout
assessment: Whole class  Begin work on assessment
20 minutes
Students may begin Introduce assessment task:
to work on  Teacher hands out assessment task criteria.
assessment:  Teacher reads through the instructions and criteria
Individual  When reading, give examples of how this would look
(e.g. picture book exemplar).

Students may begin to work on assessment:

 Students may gather ideas from what they have
learned to far
 Brainstorm for visual techniques
Lesson analyse and explain the Settling Settling class Settling class procedures:  Google docs
Four ways in which particular class procedures: teacher o Students are to line up outside and only enter when
texts relate to their led, students must instructed by the teacher.  Exemplar
 Bronte Ledingham
FOUR WEEK LESSON PLAN

cultural experiences and procedures: work individually o Students come in and sit.  Whiteboard
the culture of others 10 minutes during this time to o Students must have phones away and appropriate
ensure learning writing tools out. For this lesson they will their  Whiteboard
activities are able to laptops/iPad devices markers
be completed o Teacher writes on board list of tasks/learning goal for
today and students must create a cover page in their
books for this lesson which writes them down:
o Today’s tasks:
 Annotate an extract from ‘Sister Heart’
 Write a paragraph that links textual
techniques and context
Close study- Close study-
Annotate Annotate Close study- Annotate for meaning making:
15 minutes Whole class  Annotate an extract for techniques that show genre.
Students will do this as a class on Google-Docs,
annotating by adding comments to the extract in a
word document (example exemplar will be provided).
 Students may use the knowledge from the week to
draw connections between the extract and genre.
Close study- Close study-
Respond Respond Close study- Responding to text:
15 minutes Individual Write 4 sentences that explain how a technique found in the
extract shows genre. Follow a TEEL paragraph structure.
Lesson analyse and evaluate Settling Settling class Settling class procedures:  Google docs
Five how people, cultures, class procedures: teacher o Students are to line up outside and only enter when
places, events, objects procedures: led, students must instructed by the teacher.  Goqonqur.com
and concepts are 10 minutes work individually o Students come in and sit.
represented in texts, during this time to o Students must have phones away and appropriate
including media texts, ensure learning writing tools out. For this lesson they will their  Whiteboard
through language, activities are able to laptops/iPad devices
structural and/or visual be completed o Teacher writes on board list of tasks/learning goal for  Whiteboard
choices today and students must create a cover page in their markers
books for this lesson which writes them down:
o Today’s tasks:
 Bronte Ledingham
FOUR WEEK LESSON PLAN

 Continue with the concept map

 Write your response to the inquiry question
on Google-Docs

Revisit Revisit context: Revisit context:

context: Whole class Class create a concept map that links:
20 minutes  Textual techniques
 Examples
 Genre

Response Response to inquiry Response to inquiry question:

to inquiry question: In a shared document on Google-Docs, students are to type
question: Individual their responses to the inquiry question from week two lesson
10 minutes two.
Extension:
Extension: x Individual/group Extension:
minutes work depending on Complete work missed from the previous lessons
what the student is
working on

Lesson plan: Week Three

Syllabus outcomes to Time Organisation (whole Learning/teaching activities Resources/materials
be addressed class, small groups, required
pair work, individual
work)
Lesson consider how aspects Settling Settling class Settling class procedures:  Novel ‘Sister
One of texts, including class procedures: teacher o Students are to line up outside and only enter when Heart’
characterisation, procedures: led, students must instructed by the teacher.
setting, situations, 10 minutes work individually o Students come in and sit.  Use of
issues, ideas, tone and during this time to o Students must have phones away and appropriate whiteboard
point of view, can ensure learning writing tools out. For this lesson they will need a pen
evoke a range of activities are able to and their English book.
responses, including be completed  Whiteboard
empathy, sympathy, markers
 Bronte Ledingham
FOUR WEEK LESSON PLAN

antipathy and o Teacher writes on board list of tasks/learning goal for

indifference today and students must create a cover page in their  Stage 5
books for this lesson which writes them down: concepts
o Today’s tasks: (English textual
 Introduction to character concepts
 Let’s delve into the character! website)
o Learning goal:
 Develop knowledge of character
 Identify some character traits in ‘Sister Heart’

Character: Character: Individual Character: Teacher introduces students to the English textual
10 minutes concept of character.
The Stage 5 learning expectations are written on the board for
students to copy down (this will be revisited in the concept map)
Stage 5 expectations:
 Students understand that characters can represent
types of people, ideas and values.
 Students learn that
o characters may be a medium through which ideas and
societal attitudes and values are conveyed
o may operate as foils for each other
o representation and interpretation of character depends
on personal and cultural values.

Let’s delve Let’s delve into Let’s delve into character!

into character! Students  students write down the character(s) in ‘Sister Heart’.
character! may work in pairs.  Students should share some character traits they have
20 minutes Whole class for written down, and the class will collaboratively
brainstorm brainstorm on the board.
o Students should copy these down and add to
their own tables
 Complete the following tasks:
o List all the characters you have encountered in
‘Sister Heart’
 Bronte Ledingham
FOUR WEEK LESSON PLAN

o Create a table and fill in with 2 characters that

you have listed:

Character Appearance Position Cultural Position

in society belief of power

Lesson creatively transform a Settling Settling class Settling class procedures:  Class set of
Two range of different class procedures: teacher o Students are to line up outside and only enter when ‘Sister Heart’
types of texts, procedures: led, students must instructed by the teacher.
including their own, 10 minutes work individually o Students come in and sit.  Whiteboard
into new imaginative during this time to o Students must have phones away and appropriate
texts, experimenting ensure learning writing tools out. For this lesson they will their
with patterns, activities are able to laptops/iPad devices  Whiteboard
representations, be completed o Teacher writes on board list of tasks/learning goal for markers
intertextuality and today and students must create a cover page in their
appropriations books for this lesson which writes them down:
o Today’s tasks:
 Create a feature article about Anne’s
experiences.

Imaginative Imaginative Imaginative recreation:

recreation: recreation: groups Write a feature article about Anne’s experience being taken to
30 minutes of 2-4 the institution. Include:
- Feature image
- Gripping heading
- Quotes from a potential interview
- Some ‘facts and figures’ about the reality of her move
You may complete these in a group. Take inspiration from blog
posts, magazine articles, and newspaper articles to structure
your own article (devices may be used to look this up)
Lesson research, analyse and Settling Settling class Settling class procedures:  Novel ‘Sister
Three explain the treatment class procedures: teacher o Students are to line up outside and only enter when Heart’
of a common theme or led, students must instructed by the teacher.
 Bronte Ledingham
FOUR WEEK LESSON PLAN

idea in a range of texts procedures: work individually o Students come in and sit.  Use of
in different modes and 10 minutes during this time to o Students must have phones away and appropriate whiteboard
media ensure learning writing tools out. For this lesson they will need a pen
activities are able to and their English book.
be completed o Teacher writes on board list of tasks/learning goal for  Whiteboard
today and students must create a cover page in their markers
books for this lesson which writes them down:
o Today’s tasks:  Stage 5
 Introduction to theme concepts
 Let’s delve into theme! (English textual
o Learning goal: concepts
 Develop knowledge of theme website)
 Identify some of the themes in ‘Sister Heart’

Theme: Individual Theme: Teacher introduces students to the English textual

Theme’: 10 concept of theme.
minutes The Stage 5 learning expectations are written on the board for
students to copy down (this will be revisited in the concept map)
Stage 5 expectations:
 Students understand that the elements of a text work
together to support the theme
 They learn that
o themes draw together the elements of a text
o themes can be indicated through patterns in texts such
as a motif, parallel plots or characters
o there may be major and minor themes
o themes are traditionally thought to provide insight into
the world view of the author
Let’s delve into o themes may be challenged by considering
Let’s delve character! Students representation in the text from a different perspective
into may work in pairs.
character! Whole class for Let’s delve into theme!
20 minutes brainstorm  Think/pair/share – students write down the theme(s)
they find in ‘Sister Heart’.
 Bronte Ledingham
FOUR WEEK LESSON PLAN

 Students should share something they have written

down, and the class will collaboratively brainstorm on
the board.
 Answer the following questions with 1 sentence for
each:
o What is theme?
o How can we identify theme?
o Name ONE theme from ‘Sister Heart’
Lesson explore real and Settling Settling class Settling class procedures:  Class set of
Four imagined (including class procedures: teacher o Students are to line up outside and only enter when ‘Sister Heart
virtual) worlds through procedures: led, students must instructed by the teacher.
close and wide reading 10 minutes work individually o Students come in and sit.  Whiteboard
and viewing of during this time to o Students must have phones away and appropriate
increasingly ensure learning writing tools out. For this lesson they will need a pen
demanding texts activities are able to and their English book.  Whiteboard
be completed o Teacher writes on board list of tasks/learning goal for markers
today and students must create a cover page in their
books for this lesson which writes them down:
o Today’s tasks:
 Continue reading ‘Sister Heart;’
 Write down inquiry question and start thinking
about how you are going to answer it

Wide Wide reading: Wide reading:

reading: 30 Individual Students spend allocated class time reading ‘Sister Heart’.
minutes Student’s should consider the inquiry question during this time
Inquiry question:
Individual Inquiry question for the week:
What are the messages of ‘Sister Heart’? What language
techniques show these?
Lesson research, analyse and Settling Settling class Settling class procedures:  Class set of
Five explain the treatment class procedures: teacher o Students are to line up outside and only enter when ‘Sister Heart’
of a common theme or procedures: led, students must instructed by the teacher.
idea in a range of texts 10 minutes work individually o Students come in and sit.  Google docs
 Bronte Ledingham
FOUR WEEK LESSON PLAN

in different modes and during this time to o Students must have phones away and appropriate
media ensure learning writing tools out. For this lesson they will their
activities are able to laptops/iPad devices  Annotated
be completed o Teacher writes on board list of tasks/learning goal for exemplar
today and students must create a cover page in their
books for this lesson which writes them down:  Whiteboard
o Today’s tasks:
 Continue with the concept map
 Write your response to the inquiry question on  Whiteboard
Google-Docs markers

Revisit Revisit character Revisit character and theme:

character and theme: Whole Class create a concept map that links:
and theme: class  Textual techniques
20 minutes  Examples
 Character
 Theme

Response to inquiry question:

In a shared document on Google-Docs, students are to type their
Response Response to inquiry responses to the inquiry question from lesson 4
to inquiry question:
question: Individual Extension:
10 minutes Complete work missed from the previous lessons
Extension:
Extension: Individual/group
x minutes work depending on
what the student is
working on

Lesson plan: Week Four

Syllabus outcomes to Time Organisation Learning/teaching activities Resources/materials required
be addressed (whole class, small
 Bronte Ledingham
FOUR WEEK LESSON PLAN

groups, pair work,

individual work)
Lesson explore and reflect on Settling Settling class Settling class procedures:  Novel ‘Sister Heart’
One personal class procedures: o Students are to line up outside and only enter
understanding of the procedures: teacher led, when instructed by the teacher.  Use of whiteboard
world and significant 10 minutes students must work o Students come in and sit.
human experience individually during o Students must have phones away and
gained from this time to ensure appropriate writing tools out. For this lesson  Whiteboard markers
interpreting various learning activities they will need a pen and their English book.
representations of life are able to be o Teacher writes on board list of tasks/learning  Stage 5 concepts (English
matters in texts completed goal for today and students must create a cover textual concepts
page in their books for this lesson which writes website)
them down:
o Today’s tasks:  Youtube video on literary
 Introduction to literary value value
 Let’s delve into the literary value! https://www.youtube.com/watch?v=4RCFLobfqcw

o Learning goal:
 Develop knowledge of literary value
 Identify the literary value of ‘Sister
Literary Heart’
value: 10 Literary value:
minutes whole class Literary value: Teacher introduces students to the
English textual concept of literary value.
The Stage 5 learning expectations are written on the
board for students to copy down (this will be revisited in
the concept map)
Stage 5 expectations:
 Students understand that texts are valued
within personal and cultural value systems and
that these may change in different historical
and cultural contexts.
 They learn that
o texts have been valued for expressing views
about the human condition
 Bronte Ledingham
FOUR WEEK LESSON PLAN

o textual patterning is aesthetically pleasing

o understanding of literary value may vary across
time and culture
o texts that open up new ways of thinking about
ideas and values are culturally significant.
Let’s delve
into literary Let’s delve into Let’s delve into literary value!
value: 20 literary value:  Watch video on literary value
minutes Individual  Write a haiku that captures the value of ‘Sister
Heart’ (attitudes to the treatment of Aboriginal
people)
 Students may share their haiku’s if they feel
comfortable to do so.
Lesson explore real and Settling Settling class Settling class procedures:  Class set of ‘Sister Heart’
Two imagined (including class procedures: o Students are to line up outside and only enter
virtual) worlds through procedures: teacher led, when instructed by the teacher.  Whiteboard
close and wide reading 10 minutes students must work o Students come in and sit.
and viewing of individually during o Students must have phones away and
increasingly this time to ensure appropriate writing tools out. For this lesson  Whiteboard markers
demanding texts learning activities they will need a pen and their English book.
are able to be o Teacher writes on board list of tasks/learning
completed goal for today and students must create a cover
page in their books for this lesson which writes
them down:
o Today’s tasks:
 Continue reading ‘Sister Heart;’
 Write down inquiry question and start
thinking about how you are going to
answer it
Wide
reading: 30 Wide reading: Wide reading:
minutes Individual Students spend allocated class time reading ‘Sister
Heart’. Student’s should consider the inquiry question
during this time
 Bronte Ledingham
FOUR WEEK LESSON PLAN

Inquiry question:
Individual Inquiry question for the week:
What views are expressed about the human condition in
‘Sister Heart’?
Lesson value engagement in Settling Settling class Settling class procedures:  Class set of ‘Sister Heart’
Three the creative process of class procedures: o Students are to line up outside and only enter
composing texts procedures: teacher led, when instructed by the teacher.  Spare copies of
10 minutes students must work o Students come in and sit. assessment task
individually during o Students must have phones away and notification
this time to ensure appropriate writing tools out. For this lesson
learning activities they will their laptops/iPad devices
are able to be o Teacher writes on board list of tasks/learning  Whiteboard
completed goal for today and students must create a cover
page in their books for this lesson which writes  Whiteboard markers
them down:
o Today’s tasks:
 Work on assessment task

Lesson to work on assessment task:

Work on Students may spend time in class to work on their
assessment Work on assessment tasks.
task: 30 assessment task:
minutes Individual Give feedback:
During class time, teacher should give individual and
class feedback to guide student learning.
Lesson understand that Settling Settling class Settling class procedures:  Class set of ‘Sister Heart’
Four authors innovate with class procedures: o Students are to line up outside and only enter
text structures and procedures: teacher led, when instructed by the teacher.  Whiteboard
language for specific 10 minutes students must work o Students come in and sit.
purposes and effect individually during o Students must have phones away and  Whiteboard markers
this time to ensure appropriate writing tools out. For this lesson
learning activities they will their laptops/iPad devices
are able to be o Teacher writes on board list of tasks/learning
completed goal for today and students must create a cover
 Bronte Ledingham
FOUR WEEK LESSON PLAN

page in their books for this lesson which writes

them down:
o Today’s tasks:
 Annotate an extract from ‘Sister Heart’
Close  Write a paragraph that links textual
study- techniques and literary value
Annotate Close study-
15 minutes Annotate Close study- Annotate for meaning making:
Whole class  Annotate an extract for techniques that show
genre. Students will do this as a class on
Google-Docs, annotating by adding comments
to the extract in a word document (example
exemplar will be provided).
 Students may use the knowledge from the week
Close to draw connections between the extract and
study- Close study- genre.
Respond Respond
15 minutes Individual Close study- Responding to text:
Write 4 sentences that explain how a technique found in
the extract shows literary value. Follow a TEEL paragraph
structure.
Lesson analyse the ways in Settling Settling class Settling class procedures:  Class set of ‘Sister Heart’
Five which creative and class procedures: o Students are to line up outside and only enter
imaginative texts can procedures: teacher led, when instructed by the teacher.  Whiteboard
explore human 10 minutes students must work o Students come in and sit.
experience, universal individually during o Students must have phones away and  Whiteboard markers
themes and social this time to ensure appropriate writing tools out. For this lesson
contexts learning activities they will their laptops/iPad devices
are able to be o Teacher writes on board list of tasks/learning
completed goal for today and students must create a cover
page in their books for this lesson which writes
them down:
o Today’s tasks:
 Continue with the concept map
 Bronte Ledingham
FOUR WEEK LESSON PLAN

 Write your response to the inquiry

question on Google-Docs
Revisit
context: Revisit context: Revisit literary value:
20 minutes Whole class Class create a concept map that links:
 Textual techniques
 Examples
Response  Literary value
to inquiry Response to inquiry
question: question: Response to inquiry question:
10 minutes Individual In a shared document on Google-Docs, students are to
type their responses to the inquiry question from lesson
Extension: Extension: two.
x minutes Individual/group
work depending on Extension:
what the student is Complete work missed from the previous lessons
working on
 Assessment Task

Picture Book and Reflection

Due Date: Friday, week 8 Duration: 4 pages
Weighting: 20% Mode of Delivery: hand-in
Rationale: Students develop their social and cultural capabilities through creating a text
that engages with Aboriginal people’s relevant issues. Students create different texts for
different contexts but engage with the themes from ‘Sister Heart’.
Outcomes:

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

EN5-3B selects and uses language forms, features and structures of texts appropriate to a
range of purposes, audiences and contexts, describing and explaining their effects on
meaning

EN5-4B effectively transfers knowledge, skills and understanding of language concepts

into new and different contexts

EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects
on meaning

Instructions:

You are to create a picture book! You will be allocated some class time to work on this
and get feedback from the teacher, but you will need to allocate time at home to
complete this task as well.

This book must include the following:

- Minimum 4 pages
- Use of images/pictures
- Must incorporate ONE theme of ‘Sister Heart’ e.g. friendship.

You may consider the following when creating your book:

- You may use a device or hand draw your book. You may combine these modes and
use elements of both technology and pen and paper.
- You can recreate the character, setting, storyline etc.
- You can write poems to include (e.g. haiku)
- You may include some text in this book but meaning should be made from the
images and visual techniques in the book.

Reflection:
 Bronte Ledingham
FOUR WEEK LESSON PLAN

- You must write 200 words explaining the techniques and effects used in their work
to convey theme (e.g. intra-diegetic gaze to show the character’s internal struggle)
- You must write 100 words explaining the literary value of their work (e.g. this text
highlights the inconsistency of respect for Aboriginal cultures in our society)

Marking Criteria
 Sophisticated and appropriate literary techniques used and their
effect on meaning are explained with detail (technique, example,
effect)
 Sophisticated and detailed explanation of how literary value is
A
communicated.
17-20
 Imaginative and sophisticated use of images and visual techniques.
 Task meets the length and criteria outlined with little to no spelling or
grammatical errors

 Detailed and appropriate literary techniques used and their effect on

meaning are explained with appropriate TEE structure (technique,
example, effect)
B
 Detailed explanation of how literary value is communicated.
13-16
 Imaginative use of images and visual techniques.
 Task meets the length and criteria outlined with minimal spelling or
grammatical errors
 Appropriate literary techniques used and their effect on meaning are
explained (technique, example, effect)
 Sound explanation of how literary value is communicated. C
 Sound use of images and visual techniques. 9-12
 Task meets the length and criteria outlined with some spelling or
grammatical errors
 Literary techniques used and their effect on meaning are attempted
to be explained (technique, example, effect)
 Attempt at explanation of how literary value is communicated.
 Limited use of images and visual techniques. D
 Task does not meet the length and criteria outlined with some 5-8
spelling or grammatical errors

 Little to no literary techniques used and their effect on meaning are

not explained. E
 No explanation of how literary value is communicated. 1-4
 No use of images and visual techniques.
 Bronte Ledingham
FOUR WEEK LESSON PLAN

 Task does not meet the length and criteria outlined with many
spelling or grammatical errors