17547840 1

ENGLISH LESSON PLAN 1

Class: Stage 6 (Year 11) Time: 60 mins

Module A: Narratives that Shape our World.

Outcomes
Outcome 3
A student:
› analyses and uses language forms, features and structures of texts considering
appropriateness for specific purposes, audiences and contexts and evaluates their
effects on meaning EA11-3

Content Point:
Engage personally with texts;
investigate and explain how mode, medium and form shape responses to texts, for
example how spoken language can evoke particular audience reactions (ACELR002)

Understand and apply knowledge of language forms and features

use appropriate language for making connections, questioning, affirming, challenging
and speculating about texts with increasing clarity

Outcome 8
A student:
› explains and evaluates cultural assumptions and values in texts and their effects on
meaning EA11-8

Students:
Engage personally with texts
explain and evaluate whether their own perspectives and values align with the
perspectives and values expressed in texts (ACELR039)

Materials
Smartboard/ Projector
Laptop
‘I’m Australian too’ by Mem Fox. (picture book)
The Family Law S2:E4 “The Family Kerr.” (SBS) (24 mins but skipping through to
importance parts – 15 mins)
Textual Analysis Sheet – Narrative
Narratives – Shape (sheet)
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Procedures
Time Organisation Teaching/ learning activities
3 mins Direct Inform students of the structure of the lesson;
student - To discuss narrative and how it effects the way we
attention to compose, read, process, respond to, analyse etc
the front, set texts .
up smart - That this module will be approached from the
board and angle of racism, more so, racial indifference.
only show - This is to specify not only the ways in which
pictures of racism is recognisable in textual analysis, but the
front title of way it is adhered to in a way when presented,
main texts despite how much society believes it has
and topic progressed.
name of this - Inform students that main texts of this module will
module. be novel; Snow Falling on Cedars by David
Guterson and contemporary play, Norm and
Ahmed by Alex Buzo, the version directed by
Aarne Neeme.
- But this lesson will be focused on a picture book
and an episode of The Family Law.
2mins Class Discuss complexity of narrative and its power to shape
attention to rather than emerge. Engage class in short general
the front and discussion to clarify that the point of this module to dig
instruct that deeper into the ‘familiar’ parts of racism present within
questions are texts, in that to identify and categorise further intricately
allowed and intertwined narratives such as victim’s tendencies to
class can adjust and enable oppressors as a means of survival, the
openly concept of silence as an enabler, racial indifference and
discuss this intolerance that foregrounds itself as the key factor
matter. determining how acceptable a racial minority is. Ask
students to think of any situations of another person than
themselves that been subjected to racism in which
initially, that person did not initially realise it was due to
their racial background.

3mins Project book Begin reading book and instruct class to pay attention not
onto smart only to the plot, but the visuals and the linguistic structure.
board
5 mins Textual Hand out template and begin scaffolding by guiding
Analysis students through each column briefly, indicate that they
Template – will be completing this properly in groups with another
Narrative sheet soon. Ask students to call out answers; direct their
(display on interpretation by asking them reflect on how they felt
board via throughout each page, were there any patterns indicating
projector) theme? Did anything change? When? List brief answers in
each column including identified examples) and draw
attention back to last row – ask students to once again
reflect on the book made them ‘feel’ and in relation to
their findings, was there a macro narrative and possibly a
micro? When did they figure out the second?
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5 Ask students Ask students to work through the sheet as it will help them
to form identify the importance of micro narratives within the
groups of 3- macro narrative, indicate that they may share ideas and
4 and hand make additions to their first analysis sheet. Move around
out classroom to assist each group.
‘Narrative –
Shape’ sheet
2 mins Project Engage in class discussion about findings and enlist them
Narrative – as you go around the room.
Shape’ sheet Clarify at the end that the differences were;
onto screen Macro – racism seemingly overcome by multicultural
and have societal values in Australia.
first analysis Micro – ironically, racial indifference has led to
sheet ready categorising refugees of colour being restrained in an
to switch offshore processing camp. Irony is presented by imagery
over and mimicking parts of Australian anthem.
This is the current narrative surrounding racial
indifference in Australia.
15 Show The Show video to class and skip through unnecessary parts.
mins Family Law
episode “The
Family Kerr”
on board
10 Bring up Ask students to call out what happened in the episode
mins new blank (plot). Begin going through each column like the analysis
template of process for the picture book but this time stop to focus
textual more on visual angles. Inform students they will be
analysis completing this thoroughly in groups soon. Ask students
sheet and to identify one key scene they remember (e.g. the family
pass more dinner), focus on the visual elements, the midway close
around to ups on the Australian Sam’s mum who seems to be in
students. power despite her being a visitor. The shocks she sends
around the table with her ‘pig’ story especially onto
Jenny, Jenny’s response and the family’s responses.
Especially when one of the daughters storms off to her
room mid dinner, not because of the Australian in laws,
but her father’s new girlfriend.
10 Textual Instruct students to go back to their previous groups and
Analysis complete the tables. Move around to offer assistance.
Sheet

5 mins Bring up Engage in class discussion about group findings, add them
textual onto sheet and clarify; macro narrative; racial indifference
analysis experiences as Chinese immigrant family, micro; the
sheet for levels of adjustment and compromise that took place for
the sake of providing ‘comfort’ and upping the tolerance
levels of White Australians.
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Homework Think about the ‘Change the date’ issue in the new and
the main narratives from both sides of the argument.

Evaluation/ Extension

This lesson included these two texts as a means of adjusted ‘frontloading’ (Boas,

2016) the module to the students. Racism is a wide topic and the most common

understand of it, or a common ‘narrative’ of it is of how identifiable it is to avoid it,

this means that it is mostly presented, framed and processed in a binary way, the side

for and the side against for any issue, especially in media. These two sides are

profiled in specific ways to fit this narrative, stereotypes are applied and usually

override the importance and effect of underlying contextual narratives that have been

manipulated to serve a familiar agenda. The story book is basic in its form and I used

it to foreground the ‘micro’ theme of refugee status’ and discourse within the

Australian context. This is so as the theme is not solitary, it is part of a bigger

narrative, of indifference, of the limits and extents of western tolerance. This was

important to clarify as using the second visual text, ‘The Family Law’ episode about

the eldest daughter marrying a white Australian, whose parents come over for the first

time, visually represented these extents and limits. The extents to which the Law

family go to to, to accommodate their perception of ‘Australian culture’ include

baking meat pies, transforming their front living room into Jenny Law’s idea of

‘Surfer’s Paradise’ with Australian flag themed paraphernalia. The family are also

shown to go to great lengths to be silent and enable any offense on the in-law’s parts

who are shown to also be ‘trying’, the point of the episode is to help visualise the

micro narratives of compromise and silence within racial indifference to the students.
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Reference.

Boas, E. (2016). ‘Developing an inquiry approach’. In Boas, E. and Gazis, S. (eds)

The Artful English Teacher: Over 100 Practical Strategies for the English

Classroom, (p.103-130) Adelaide: Australian Association for the Teaching of

English.
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Narratives - Shape
Refer to the last three pages from the book “I am Australian too.” (By Mem Fox) and
compare the way they are presented to the previous pages and how this helps shape
the narrative of the picture book.
1.

Comment on tonal change, is it extreme or subtle? Has the rhythm of the sentences
changed? Any symbolism? How has the message changed and how does the authors
delivery of it effect it?
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2.

Look at the position of the words on the page. What does the author’s use of
“Australia Fair” indicate and how is the content of the paragraph relative or
contrasting to the accompanying visual?
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Textual Analysis Sheet - Narrative

Theme/s, messages and Visual conventions if any Linguistic features (metaphors, Context (social, historical, cultural and
potential morals (symbolism, use of colour, patterns, similes, alliteration/assonance, political assumptions or
scale and sizing, tone, lighting, slogans, alignment, font factors.
iconography or camera angles etc)

From what you have listed above, what do you think the narrative of the text/this chapter is? Is there more than one? Infact, what is the macro
narrative and are there any micro narratives within? What’s the relationship between them and are they shifting at all?
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Sequence for Week 1

Texts to be used Key concept of lesson Key Strategy Syllabus
Content/
Outcomes
Wednesday Allocate students to complete Individual reading for the Outcome 8
Week 1 https://edition.cnn.com/2018/0 ‘textual analysis sheet – narrative’ beginning. A student:
1/25/asia/australia-day-2018- template for the “Change the date” Group work for comparisons. › explains and
date-debate-intl/index.html issue through this one article. They Class discussion so each group evaluates
can research on their own to expand can present their findings on cultural
their understanding to compare with this text and yesterday’s textual assumptions and
the content they learnt in lesson one. analysis’. values in texts
Main point of this activity is to and their effects
derive the underlying specifics of on meaning
racially charged contexts and how its EA11-8
impacted the discourses today. Content:
Students should be able to link the evaluate the
concepts of the overarching narrative ways that ideas,
and the smaller narratives that are voices and
intertwined. perspectives are
evident in texts
representing
different
personal,
historical and
cultural contexts
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Thursday Students to be introduced to the main Individual class reading. Outcome 3

Week 1 text of this module, start with reading General group discussion after A student:
‘Snow Falling on Cedars’ by the blurb and providing a general each major point in chapters in › analyses and
David Guterson overview of the plot and why it was which teacher should conduct uses language
selected for the module. Students to with; forms, features
Ch1-3 begin skim reading through each - Framing questions; and structures of
chapter, pause class after each major relevancy, asking texts considering
section to discuss content in general students about appropriateness
discussion, this is to quicken reading atmosphere, their for specific
pace and assure class is at same level predictions and how purposes,
of progress in understanding. these were deduced. audiences and
- End class by contexts and
summarising notes on evaluates their
board and posing effects on
question to students; meaning EA11-3
who is involved, in what Content:
way, to which extent and Respond to and
how are we aware of compose texts
this?(narrative style by ● explain how
Guterson) argument and
narrative may be
represented in
critical and
creative texts
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Friday Week Allocate reading chapters 4-7 in Class reading and integrated Outcome 3
1 similar manner of yesterdays lesson discussion. A student:
‘Snow Falling on Cedars’ by by skimming and focusing on Group work to discuss narration › analyses and
David Guterson important points. Engage in class style effects on meaning and uses language
discussion about each major point to relevancy of content in new forms, features
Ch4-7 keep students aware of how they chapters. and structures of
should be processing each reading. texts considering
Encourage questions and note down appropriateness
discussing the answer to these on for specific
board. Ask students to form groups purposes,
and discuss major differences in audiences and
terms of narrative style between first contexts and
3 chapters and these. evaluates their
effects on
meaning EA11-
3
Content:
Engage
personally with
texts
● engage with
complex texts to
understand and
appreciate the
power of
language in
shaping
meaning
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ENGLISH LESSON PLAN 2

Class: Stage 6 (Year 11) Time: 60 mins

Module A: Narratives that Shape our World.

Outcomes
Outcome 1
A student:
› responds to, composes and evaluates complex texts for understanding, interpretation, critical
analysis, imaginative expression and pleasure EA11-1

Content:
Respond to and compose texts
develop independent interpretations of texts supported by informed observation and close textual
analysis (ACELR045)

Outcome 3
A student:
› analyses and uses language forms, features and structures of texts considering appropriateness
for specific purposes, audiences and contexts and evaluates their effects on meaning EA11-3

Content
Engage personally with texts
engage with complex texts to understand and appreciate the power of language in shaping
meaning

Materials

Snow Falling on Cedars by David Guterson (novel)

Scene Analysis Sheet – Narrative
Perspectives and perceptions Sheet
Narration Style Map
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Procedures
Time Organisation Teaching/ learning activities
2 Setup smart Outline lesson plan as following;
mins board and - Begin with general discussion of ‘what’ the novel is
assure about so far (ch1-7) to ease students into analysis
students process.
have copies - Read ch.9-11 as a class and analyse, discuss and list
of their findings in template displayed on board.
books. - Students to be allocated into groups and then be
allocated to read end of ch.16 and end of ch.27 of
Snow Falling Cedars.
- Students to fill out blank scene analysis template –
narrative (open class discussion)
- Use this reading to complete ‘Perspectives and
Perceptions sheet
- As a class, use findings to complete Narration Style
Map on smartboard.
3mins Mind map Engage in open conversation with class about their
on understanding of the plot so far, encourage students to ask
whiteboard questions and throw in answers for one another.
15 Hand out Display template on smart board and begin allocating students
mins blank scene to read parts in chapters 9-11 starting with Etta Heine’s first
analysis flashback and memory of meeting the Miyamoto family with
sheets and Zenhichi Miyamoto first, through her husband.
have books Engage in class discussion about filling in columns,
out encourage students to call out their interpretations. Ask
students to consider, for the column of theme/narrative/s, how
the key conflict scene where Etta spits on Zenhichi is reached
to as a breaking point on her end instead of his, despite him
being the victim. Continue skimming through to ch.11 in
similar manner by asking students to read and then reflect on
how they felt about the scene, what kinds of tension were
present and how could they be linked back to racial
indifference.
10 Allocate Ask students to replicate analysis process but with end of
mins students into chapter 16 and 27.
groups of 4-
5
10 Make Ask groups to explain their additions, engage in class
mins additions to discussion and list findings onto the board.
scene
analysis
sheet
10 Perspectives Explain to students that they may use the information from
mins and their analysis sheets for the next two sheets; display
Perceptions Perspectives and Perceptions sheet on board and ask students
in their groups to dissect the key points found for each side,
for how to the Japanese citizens feel about the white San
Pedro citizens and vice versa. In the middle, they need to dot
17547840 14

point the context of how each perception came to become

established; i.e. the Hatsue breaks up with Ishmael before he
heads out to war and the Japanese are sent to camps due to
severity of mistrust and tension caused by this, but instead
Ishmael, who seems to have been progressive and blind to
racial indifferences, is bitter and curses Hatsue with racially
derogative terms to feel better. This is to show the cycle of
perceptions, how one creates another, and shows the ways in
which characters conform to racial stereotyping and
indifference narratives.
10 Narration Students should use the details identified and analysed from
mins Style Map both sheets to map out how they found them out, were they
presented in parts of the chapters that took place in the
courtroom? Or part of a characters internal flashback or the
omniscient author’s telling of a situation? This activity is to
allow students to make connections with narrative style and
its effect on meaning, think about how little details are
presented to the reader and shift the dynamics in the narrative
because they might be withheld in the courtroom?

Homework Ask students to think about the chronology of the books

narration style.

Evaluation

The Snow Falling on the Cedars by David Guterson seemed an appropriate fit for the module as it

is inherently due to the racial indifferences between the citizens of the island that the character

Kabuo is mistakenly put on trial and even pitched to be a murderer in the first place. The

historically charged context of the novel also acts as a familiar ‘reason’ for the misgivings and

mistreatment to occur, the book allows to students to compare ways in which racial indifference as

a narrative was portrayed in the past to other contemporary texts used in the module. Identifying

key moments, dissecting and analysing the function and meaning of literary devices within them

through group work and class discussion acted as scaffolding to be able to link them back to

understanding the function of narrative style. Allocating the key sections to students after having

them read the first 7 chapters in the prior week, not only ensured that they would be hold a

significant amount of knowledge about the novel, but also be able to understand the relevance of

peak points further in the novel that were extracted. It also meant they would be aware of the

shifting narrative style which simplified the process of explaining the importance of trying to
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connect devices like flashback, chronology between the courtrooms and internal monologues from

the omniscient author to identifying the interwoven narrative of racial tension and indifference.

The secondary texts; ‘Integration-Yes!’ and ‘Assimilation – No!’ by Oodgeroo Noonuccal were

selected as they were older and spoke metaphorically and topically of several ways in which

Indigenous peoples sacrificed and continued sacrificing, adjusting and compromising to simply be

able to hope at all or do so for a slightly better future. These poems offer students an Indigenous

connection to the module and both the above texts contrast well against contemporary expressions

of racial indifference. The strategy of a ‘discussion board’ (Boas, 2016) allows them to find

connections based on their personal and collaborative interpretations and helps construct their own

database of examples for a final essay.

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Reference

Boas, E. (2016). ‘Developing an inquiry approach’. In Boas, E. and Gazis, S. (eds) The Artful

English Teacher: Over 100 Practical Strategies for the English Classroom, (p.103-130)

Adelaide: Australian Association for the Teaching of English.

17547840 17
Scene Analysis Sheet – Narrative
Scene Characters Scene details – what is Literary devices Themes/Narrative/s
(Chapter involved happening?
and page
number.)
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Perspectives and Perceptions
Enlist what perceptions each side has of the other, then find and list in the middle, the event/s, people or situation which has caused this to arise
and how it affected both sides, causing perspectives to take shape.
Japanese Citizens  Factors that have determined this White Citizens
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Narration Style Map

Outside of the Court Room

The Court Room

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Sequence for Week 2
Texts to be used Key concept of lesson Key Strategy Syllabus Content/
Outcomes
Wednesday Week Snow Falling on Students to reflect and refer back to Group work, ‘catalogue’ the Outcome 5
2 Cedars by David information presented in content of chronology of information A student:
Guterson chapters 1-7 and focus on the way on mind map or timeline. › thinks imaginatively,
Analysis’ on 1-7 content and details are presented. They creatively, interpretively
and further must identify the narrative voice, and critically to respond
reading; ch. 9-11, devices used to present the information to, evaluate and compose
end of ch.16 and (flashbacks and information at court texts that synthesise
end of ch.27 etc) and importance of chronology in complex information,
the novel. ideas and arguments
EA11-5
Content;
Understand and apply
knowledge of language
forms and features;

● examine different points

of view represented in
texts, for example those of
characters, narrators and
the implied author, and the
ways in which these points
of view are created
(ACELR006)
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Thursday Week 2 Students in groups to analyse both Group work and class Outcome 4
Integration-Yes! poems by Indigenous poet through discussion A student:
Assimilation – Textual Analysis template – Narrative › strategically uses
No! by Oodgeroo and focus on the way the poet, as a knowledge, skills and
Noonuccal in survivor of and descendent of racist understanding of language
The Dawn is at policy, segregation and genocide has concepts and literary
Hand (poems) approached ‘moving forward’ or and devices in new and
not necessarily past the atrocities the different contexts EA11-4
Indigenous Australians were subjected
to (allocate focus on internalised themes Content
of adaption, compromise etc for sake of Students:
personal integrity and dignity). Engage personally with
texts
● explore a wide range of
texts, including those that
represent the diverse
experiences of Aboriginal
and/or Torres Strait
Islander Peoples,
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Friday Week 2 Integration - Give students large sticky notes and ‘Discussion board’ (student Outcome 4
Yes! draw up a large table on whiteboard contributions to the A student:
and Assimilation consisting of three rows (heading, whiteboard are to be › strategically uses
– No! Oodgeroo Noonuccal and Norm & snapshotted, typed into a knowledge, skills and
By Oodgeroo Ahmed) and several columns across the table and sent to students as understanding of language
Noonuccal in board for the questions; a resource for future concepts and literary
The Dawn is at - What is the main narrative of reference) and making devices in new and
Hand (poems) this poem and how is it angled? connections between texts different contexts EA11-4
What other narratives are Content
Snow Falling on present within this narrative? Students:
Cedars by David (e.g. for Snow  racism, Engage personally with
Guterson mistrust, segregation, power texts
(chapters that dynamics, skin colour and racial ● explore a wide range of
have been read) background etc) texts, including those that
- Who is presenting this represent the diverse
narrative? Is that author in experiences of Aboriginal
complete agency? and/or Torres Strait
- How were you made aware of Islander Peoples, to
the narrative/s? engage with ideas,
- What parts of it do you think perspectives and
you knew beforehand because conventions in familiar
of existed narratives about racial and new contexts
indifference and helped you ● understand that
identify aspects within the texts? significant language
Comment on the narration style of each concepts may operate
narrative, what themes are common across different textual
(racial segregation, historical influence) forms, for example
and how this has effected the narrative and point of view
chronology of the narrative. in speeches, documentaries
and poems
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ENGLISH LESSON PLAN 3

Class: Stage 6 (Year 11) Time: 60 mins

Module A: Narratives that Shape our World.

Outcomes
Outcome 2
A student:
› uses and evaluates processes, skills and knowledge required to effectively respond to and
compose texts in different modes, media and technologies EA11-2

Content
Engage personally with texts
explore the ways different media and technologies influence the relationships between texts and
responders (readers. listeners, viewers or audiences and so on), for example flexible reading
pathways in digital texts

Outcome 3
A student:
› analyses and uses language forms, features and structures of texts considering appropriateness
for specific purposes, audiences and contexts and evaluates their effects on meaning EA11-3

Content
Engage personally with texts
investigate and explain how mode, medium and form shape responses to texts, for example how
spoken language can evoke particular audience reactions (ACELR002)

Materials
Norm and Ahmed Script by Alex Buzo
Norm and Ahmed video;
Norm and Ahmed (5 mins and 24 sec) (2010 performance)
https://www.youtube.com/watch?v=SoqU6WMuxNo
Norm and Ahmed Venn Diagram Sheet
Norm and Ahmed Script highlight points for discussion and analysis.
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Procedures
Time Organisation Teaching/ learning activities
3 mins Set up smart Outline lesson plan as following;
board and - Norm and Ahmed as a contemporary Australian play
hand around about a conversation between an older white Australian
blank and an immigrant Pakistani student late at night that
Textual meet by accident (go into further detail briefly about
Analysis plot).
Sheet – - Students will be shown a short video extract to have a
Narrative, visual reference of how the performance in question was
copies of the setup and performed (2010 version).
script and - Students will then complete a textual analysis sheet.
the Venn - Students to then be allocated into groups to begin
Diagram ‘reading’ text by going through key sections listed on
Sheet. the highlight points for discussion and analysis.
- Students will be given a Venn diagram sheet to fill out
as they do this task. Class will end with a group
discussion on findings.
5 mins Play video Play video and ask students to pay attention to visuals.
and 24 on board.
sec.
5 mins Display Engage in class discussion about visual factors (column 2) that
blank textual stood out to students (colour, stage size and ratio of prop set up
analysis and stage floor use, costumes, lighting etc. Enlist examples in
sheet – column and ask students to reflect on the way these factors the
narrative angle of approach to racial indifference; what’s the pace, is it
template blatantly obvious and if so to whom and how? How is Ahmed
handling it and who is conducting the power dynamics? Inform
students that in completing the next task, information for the
remaining columns will become clearer and a class discussion
after the activity will be held for it.
30 mins Organise Instruct students to go through the highlighted sections, read
class into them aloud and complete the Venn diagram and make additions
groups, to their textual analysis template sheet. Explain that the Venn
assure diagram is also to show power dynamics between the two
students all characters, as while the mid cross section of the diagram is for
have Venn specific labels or topics points of their conversation, their
diagram respective circles are for students to explain not only how they
sheets and personally feel about it, but to explain how their ideas and
the script. values on the specified topic were depicted? E.g., consider the
times Ahmed is able to take control of the conversation as
opposed to conforming to it.
10 mins Display Ask students what they thought of the play, especially the final
Venn scene and direct this conversation into asking class to call out
diagram on their findings per group for the Venn diagram.
smart board
17547840 25

6 mins Textual Project textual analysis sheet – narrative back onto board and
and 36 Analysis ask students group by group for input on information for the
seconds. Sheet – remaining columns. Ask them if they thought they knew
Narrative something was wrong and why so? For final question on
identified narrative and micro narratives, clarify that in context
of racial indifference the underlying narrative was inferiority
and white supremacy / western superiority as while Norm may
have intended to mock Ahmed and ‘play’ with him, Ahmed’s
intelligence and awareness threaded him as the conversation
proceeded so he even out the playing field with a literal final
blow.

Homework Consider how the scene would change if it had a different

ending and Norm was not ‘threatened’.

Evaluation

I selected this classic play because it encompasses the complex way in which racial superiority as

a narrative can function. The existing narrative, of fear felt upon instinct from minorities was

something students would have identified immediately, allocating tasks to analyse the ways in

which the conversation is developed with consideration toward Ahmed’s role as the subject,

showcases the complex was in which power dynamics shift throughout the play. Norm’s initial

reiteration that he was not any kind of threat by assuring Ahmed this was ‘Australia’, would have

been an identifiable nuance of stereotypical contemporary Australian narrative approach toward

‘battling’ or being counteracting racism. Contrasted against ‘The Snow Falling on Cedars’, this

contemporary piece showcases the way in which the many layers of racism have evolved in

narrative, that whilst there are no segregation policies, Ahmed is still unacceptable in various

vague ways which become clearer under Norm’s pretence of mateship. This contrast would allow

students make connections and comparisons of the shifting narrative between old and new texts.

Selecting a contemporary pair of poems by Omar Sakr, a young Australian of Middle Eastern

background who writes about the ways in which social, cultural and political factors and issues

shaped his upbringing and his identity as an Australian, contrasted against the indigenous poems

from Week 2 as additional texts. Sakr’s experiences are presented in a complicated and intricate

mix of several narratives within a few lines, the process of unpacking them would require complex
17547840 26

thinking skills. As texts which refer to the stereotypical narrative restricting middle eastern youth,

especially from inner western Sydney, these themes would be familiar to students who would

probably find them interesting to analyse in the poetic forms they have been packaged in. Using

the ‘discussion board’ strategy (Boas, 2016) would greatly encourage students to express their

ability to connect the underlying meanings in the contemporary texts, especially as these texts

portray characteristics more relatable to and familiar to students.

17547840 27

Resources

Boas, E. (2016). ‘Developing an inquiry approach’. In Boas, E. and Gazis, S. (eds) The Artful

English Teacher: Over 100 Practical Strategies for the English Classroom, (p.103-130)

Adelaide: Australian Association for the Teaching of English.

17547840 28
Textual Analysis Sheet - Narrative
Theme/s, messages and Visual conventions if any Linguistic features (metaphors, Context (social, historical, cultural and
potential morals (symbolism, use of colour, patterns, similes, alliteration/assonance, political assumptions or
scale and sizing, tone, lighting, slogans, alignment, font factors.
iconography or camera angles etc)

From what you have listed above, what do you think the narrative of the text/this chapter is? Is there more than one? What’s the relationship
between them and are they shifting at all?
17547840 29
From the video, list all of the values of each character on their half or the circle, then include in the middle; values, ideas or topics etc that they
agreed on seemed to share an understanding on.

NORM AHMED
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Norm and Ahmed Script highlight points for discussion and analysis.

In groups go through each section and read the part aloud. Note what you think the tone and
atmosphere in that scene is or how it has been affected by a character’s comment of action.

The lighter exchange. Attn: p.3 (when Norm pushes suggestions of Ahmed’s perception of him).
“Drunken perv” Attn: p.5-6

Opinions and diplomacy. Attn: p.8-9

Norms recount of the desert campaign in Tobruk where he grabs Ahmed. Attn: p.11.

Norm’s criticism of Ahmed’s critical views on ‘dignitaries’ back home. Attn: p.19-20

When Norm ‘evaluates’ the ‘lightness’ of Ahmed’s skin tone after he reflects on his wife’s
passing. his daughter Lorraine’s life as a married woman and Ahmed offers consolidation. Attn:
p.23-24

Norms outburst after recounting his days as young child with his mother and the ‘mob’ of men
who would visit his mother. Attn: 28

Norms narration of the police in Australia, keep note of the points he chooses to cover. Attn: p.29-
30)

Norm asks Ahmed about getting a ‘hard up’. Attn.:p.30

Ahmed’s English. Attn: p.31

Norm finalising his arguments on why Ahmed should consider staying in Australia. Attn:. 36-37

Norm asks Ahmed for a final handshake and beats him up. Attn: p.37
17547840 31
Sequence for Week 3
Texts to be used Key concept of lesson Key Strategy Syllabus Content/
Outcomes
Wednesday Week In this lesson, students will be tasked Group work, re writing task Outcome 3
3 Norm and with re writing the ending scene to act to reflect understanding and A student:
Ahmed in Ahmed’s favour. They will need to ability to respond to › analyses and uses
take into account, the final conversation narrative concept and other language forms, features
that takes place over the last few pages, literary devices effecting the and structures of texts
the mannerism, tone and structure of meaning of the play. considering
Norm’s points for conversation and appropriateness for
how this actually reflects the obscurity specific purposes,
of the final attack (despite his audiences and contexts and
seemingly good nature). evaluates their effects on
Students will be allowed to choose at meaning EA11-3
which point in the final scene they wish Content:
to rewrite from and must not only act it Respond to and compose
out, but provide justifications, linking texts;
back to narration and the effect this will experiment with language
have on the identified narratives. conventions and forms in
the composition of
persuasive and imaginative
texts for a variety of
purposes and audiences
17547840 32
Thursday Week 3 Students to read poems by Group work and close Outcome 7
All In (p.26-27) contemporary Western Sydney poet reading. A student:
& about identity as a minority and identify › evaluates the diverse
The H Word narratives present within. Students to ways texts can represent
(p.10-11) consider the role of religion, sexuality personal and public worlds
By Omar Sakr in and socioeconomic background in and recognises how they
These Wild context to main narrative of racial are valued EA11-7
Houses indifference. They will be instructed to Content:
make their own inquiry about the poet’s Understand and apply
background then will be given knowledge of language
scaffolding to dissect the linguistic forms and features
devices within the first poem that direct ● understand and analyse
the narratives. Students will have to the effect of language and
complete the rest of the analysis and the structural choices on
remaining poems by themselves in shaping own and others’
groups on the narrative analysis perspectives, for example
template. figurative language or
narrative point of view
17547840 33
Friday Week 3 Give students large sticky notes and Discussion board (student Outcome 6
Omar Sakr draw up a large table on whiteboard contributions to the A student:
poems and consisting of three rows (heading, Omar whiteboard are to be › investigates and
analysis’ Sakr Poems and Norm & Ahmed) and snapshotted, typed into a evaluates the relationships
several columns across the board for the table and sent to students as between texts EA11-6
Norm and questions; a resource for future Content:
Ahmed play and - What is the main narrative of reference) and connecting Respond to and compose
analysis this poem and how is it angled? texts texts
worksheets What other narratives are analyse the relationships
present within this narrative? between conventions of
Large sticky (e.g. for N & A  racism, genre, audience
notes indifference, mistrust, expectations and
stereotypes, power dynamics, interpretations of texts,
skin colour and racial and the ways texts may
background etc) conform or subvert these
- Who is presenting this conventions (ACELR020)
narrative? Is that author in
complete agency?
- How were you made aware of
the narrative/s?
- What parts of it do you think
you knew beforehand because
of existed narratives about racial
indifference and helped you
identify aspects within the texts?
- Comment on the power
dynamics of narration of each
narrative (who is influencing
this?)
17547840 34

ENGLISH LESSON PLAN 4

Class: Stage 6 (Year 11) Time: 60 mins

Module A: Narratives that Shape our World.

Outcomes
Outcome 3
A student:
› analyses and uses language forms, features and structures of texts considering appropriateness
for specific purposes, audiences and contexts and evaluates their effects on meaning EA11-3

Content:
Understand and apply knowledge of language forms and features
use appropriate language for making connections, questioning, affirming, challenging and
speculating about texts with increasing clarity

Outcome 6
A student:
› investigates and evaluates the relationships between texts EA11-6
Content Point:
Respond to and compose texts
analyse the relationships between conventions of genre, audience expectations and interpretations
of texts, and the ways texts may conform or subvert these conventions (ACELR020)

Materials

Snow Falling on Cedar by David Guterson

Scene Analysis Sheet – Narrative
Perspectives and perceptions Sheet
Narration Style Map
Norm and Ahmed Script
Textual Analysis Sheet
Norm and Ahmed Venn Diagram Sheet
Norm and Ahmed Script highlight points for discussion and analysis.
Discussion board summaries for Week 2 (Integration-Yes! Assimilation – No! by Oodgeroo
Noonuccal and Snow Falling on Cedars)
Discussion board summaries from Week 3 (All In, The H Word by Omar Sakr and Norm and
Ahmed)
17547840 35

Procedures
Time Organisation Teaching/ learning activities
5 mins Display Outline lesson plan as following;
instruction - Students to begin scaffolding for their final essay by
sequence on utilising their resources (sheets they worked on).
board and - Beginning with comparing and contrasting scene and
indicate for textual analysis sheets for identified narratives for
students main texts. Also use information from other columns
have all to find similarities and contrasts.
required - Refer to Perspectives and Perceptions sheet and Venn
resources diagram for examples and connections to the
out on outcome of the narrative function within each text.
tables. - Allocate students to refer to the Narration Style Map
and Norm and Ahmed highlighted points for
comparing and contrasting chronology of information
and its effect on power dynamics and clarification of
details.
- Refer to their compiled resources (discussion board
summaries) to find examples applicable to selected
rhetorical devices students wish to include in their
essay.
- Clarify point of today’s lesson as trying to configure a
brief draft scaffold;  focal points for body of essay
and a thesis statement at the end.

12minutes Scene Students to compare their identified narratives from each

Analysis sheet and begin draft writing a dot point sequence for
Sheet and paragraph/s on the similarities and contrasts of their examples.
Textual Guide students into identifying a macro narrative and the
Analysis micro narratives relevant to both texts (e.g. segregation,
Sheet hostility, mistrust, fear etc), assist them by clarifying the
importance of micro narratives lies within context, which they
also have examples for, scaffold by explaining where one text
maybe clear in expressing racial indifference, the other in
certain parts may be vague at hinting at the potential issue of
conflict or tension. Explain they are free to use the original
script and novel for further reference and that they should
utilise their peers on their tables for review of their dot points.
Teacher to walk around class to monitor and assist.
10 mins Venn Students to then repeat process with information available on
diagram and characters. Explain, that they may use the examples identified
on their Venn diagrams and Perceptions and Perspective
sheets, as well as examples and details on their analysis sheets
to compare characterisation as a function for furthering the
narrative. Teacher to walk around class to monitor and assist.
Explain, they do not need to write dot point sequences on all
characters, they may choose which ones to compare and
17547840 36

contrast. Reiterate availability of ‘peer’ review’ and teacher

assistance
12 mins Key Students to use the highlight point sheet and narration style
Highlighted map to a) the impact of narration style and voice on the
Point sheet narrative of racial indifference (in consideration to
Narration chronology, pace, shifting power dynamics/other factors listed
Style Map on these sheets as analysed from prior weeks) and b) compare
two key scenes in both texts as listed in their resources.
Students should be advised to utilise other working sheets
(textual/scene analysis, P & P sheet and diagram) as well as
the original texts to form their dot point sequence). Teacher to
continue moving around class to assist.

5 mins Thesis Student to think about how to form a thesis by reading over
Statement their dot point sequences and the items on their discussion
Discussion board resource summaries of the secondary poems they might
board wish to integrate. As they already have dissected examples,
this is a matter of figuring out what angle of approach, and
what kind of message they wish to portray through their
analysis. Assist by holding class discussion and listing
thoughts on board; e.g. can it be suggested that these texts
both express the complexity of racial indifference within the
societal perception and binary of racism through narrative
style? Does narrative style in terms of chronology and pace
enhance and/or foreground underlying themes such as
hostility and segregation? From there thesis statements could
potentially be structured around how both texts conform to
themes surrounding racial indifference throughout and
regardless of time and context (situational, cultural, political
etc).
8 mins Correcting Students to then use their discussion board examples for the
sequence. poems and integrate them into their paragraph focal points.
Final step is to finalise the sequence through arrangement, in
what order will students present their body? Do what want to
compare more than two characters and would like they to
incorporate micro themes into their analysis of the
characterisation device or the narrative pace and voice?
Homework Students to complete finalising drafting dot point
sequence/scaffold for essay.

Evaluation

Bringing together all four texts for a final essay seemed like a befitting end to the module,

whereby students could piece together their analytical work on the array of resources compiled

over the 3 weeks. The first step was to familiarise the students with the concept of forming a thesis
17547840 37

statement for the sake of a critical essay by giving them agency over which parts of their

information they would want to include and how. Guiding them by indicating which sections of

analysis were appropriate for specific rhetorical devices, helped them to further weight and

understand the value of device and meaning on the narrative concept and its ability to shape.

Explaining the importance of micro narratives and how they were present in other texts, connected

them and added to the structure of the scaffold, these micro narratives could be used as entire focal

points within their body paragraphs and include further examples with the use of linguistic and

visual devices.

The use of strategies such as plus minus equals and workshopping student work (from unit 102087

tutorial) were included in this sequence to further collaborative skills, improve student

engagement and double as scaffold. Writing and constructing essays are commonly found difficult

with pressure built on students to formulate a thesis statement about content they are not usually

significantly aware of. The structure of this sequence focused on increasing class interaction with

one another to secure and scaffold the learning pace of all students, with the option of having work

reviewed from fellow peers and their interpretations be included word for word as part of a

resource summary, students would have better ability in interpreting the angle of approach of the

narrative concept in this module.

17547840 38
Sequence for Week 4
Texts to be used Key concept of lesson Key Strategy Syllabus Content/
Outcomes
Wednesday Week Students to begin drafting paragraphs Plus minus equals Outcome 5
4 Snow Falling on for each micro narrative within macro A student:
Cedars by David narrative theme relevant across main › thinks imaginatively,
Guterson two texts in context of thesis statement; creatively, interpretively
Norm and e.g. draft paragraph for ‘inferiority’ as a and critically to respond
Ahmed Play narrative within racism/racial to, evaluate and compose
indifference and how both Ahmed and texts that synthesise
Zenichi conform to this as characters, complex information,
that further use of characterization to ideas and arguments
enable this narrative is manifested EA11-5
within Etta Heine). Students are then to Content:
swap, share and help critiques each Understand and apply
other’s paragraphs for improvement. knowledge of language
forms.
● examine different points
of view represented in
texts, for example those of
characters, narrators and
the implied author, and the
ways in which these points
of view are created
(ACELR006)
17547840 39
Thursday Week 4 Teacher to select random paragraphs or Workshop student work and Outcome 5
Snow Falling on ask for volunteers to use as example on plus minus equals A student:
Cedars by David board to ‘workshop’ and improve the › thinks imaginatively,
Guterson examples as a class. Students to then creatively, interpretively
Norm and begin integrating secondary minor texts and critically to respond
Ahmed Play (poems) within the micro narrative to, evaluate and compose
Poems by paragraphs to either compare or contrast texts that synthesise
Oodgeroo (e.g. complex information,
Nunuccal and ideas and arguments
Poems by Omar EA11-5
Sakr. Content:
Respond to and compose
texts
● synthesise complex
ideas and information in a
sustained, structured
argument using relevant
textual evidence
(ACELR011)
Outcome 8
A student:
› explains and evaluates
cultural assumptions and
values in texts and their
effects on meaning EA11-
8
Content;
Respond to and compose
texts
● compare cultural
perspectives in texts from
different personal, social,
historical and cultural
contexts, including texts
17547840 40
by and about Aboriginal
and Torres Strait Islander
People(s), other
Australians and people
with Asian heritage
Outcome 9
A student:
› reflects on, evaluates and
monitors own learning and
adjusts individual and
collaborative processes to
develop as an independent
learner EA11-9
Content:
Develop and apply
contextual knowledge
● identify and articulate
how their own processes
of response and
composition are the same
or different to others
17547840 41
Friday Week 4 Follow same process as prior lesson and Workshop student work Outcome 8
Snow Falling on workshop edited paragraph/sections as A student:
Cedars by David a class. Conduct class to edit each › explains and evaluates
Guterson example together and encourage cultural assumptions and
Norm and students to find similarities in their own values in texts and their
Ahmed Play work to edit with examples on board. effects on meaning EA11-
Poems by Spend rest of class assisting students to 8
Oodgeroo edit their drafts. Outcome 9
Noonuccal and A student:
Poems by Omar › reflects on, evaluates and
Sakr. monitors own learning and
adjusts individual and
collaborative processes to
develop as an independent
learner EA11-9
Content:
Respond to and compose
texts
use constructive, critical
feedback from others to
improve learning,
including their own
composing and
responding.
17547840 42