Lesson Plan Format – Lesson 1 of 3

Class: Date: Monday 8 April 2019 Time: Start: 1 pm

Year 8 English Finish: 1:40 pm
Key Learning Area: Lesson Topic: Building a Character (Part 1)
Method 3: Textual Concepts - Character
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students (ss) have been studying a unit of work based on the textual concepts of narrative and genre. Ss understand the ways in which the conventions of narratives use
characters and events to:
 Position the reader to respond in a certain way to the narrative or its characters;
 Engage readers emotionally or intellectually; and
 Convey key ideas and values in the narrative.
Ss have examined narratives within the following genres:
 Fantasy – Harry Potter and the Order of the Phoenix (J.K. Rowling) – book and film extracts (age-appropriate film extracts only)
Ss understand the interplay between culture and their own experiences and how these inform and shape their response to the narrative. They have explored the ways in
which their worldview shapes the narrative, and how the characters and values in the narrative communicate key cultural and social ideas.
The next three lessons aim to scaffold Ss’ understanding of how to create a character for the following purposes:
 To advance plot/support events & settings in the narrative;
 To be used as literary devices (e.g. fantasy tropes – hero (pure blood), Dark Lord, magic, etc.); and
 To position the reader to respond emotionally (whether negative or positive) to a character.
The lessons require ss to compose responses to characters using a range of modes (speaking, writing) and to respond to their own and their peers’ creations through
critical, imaginative and interpretive reflective exercises (reading, listening) that foster a deeper understanding of the language features and conventions of genre, narrative
and character to achieve the purposes set out above. The final summative assessment task will be a creative writing piece.
Ss have been informed that they will need to bring the Harry Potter book with them to class.
The following key applies throughout the three lessons for ease of reference:
Theory of English teaching Pedagogical approach
Differentiation Cross-curriculum priorities Reading (R), Writing (W), Speaking (S) or Listening (L)
Syllabus Outcome(s): Learning Intentions (LI): Success criteria:
(One or two only. Please note the syllabus Behaviours that contribute toward achievement Strategies which will be used to assess learners’ attainment of
reference number AND write out in full). of outcome(s). learning outcomes.
Quote syllabus numbers. Must be clear, Should be linked to each learning intention.
EN4-1A – responds to and composes texts for
specific, observable.
understanding, interpretation, critical analysis, Key strategy: formative assessment of ss’ written answers on board
Curriculum Content Strands may be used as
imaginative expression and pleasure during “chalk and talk.”
headings.
Supporting strategy 1: formative assessment of ss’ oral answers
By the end of this lesson, the students will:
offered during class discussion – pre-“chalk and talk.”
LI 1: Compare the ways that language and
Supporting strategy 2: formative assessment of ss’ notes recorded
images are used to create character, and to
during “chalk and talk” to be checked in lesson 2. Teacher (T) is to
influence emotions and opinions in different
circle the classroom and engage with ss during lesson.
types of texts (ACELT1621)
LI 1: Ss:
LI 2: Recognise and analyse the ways that
characterization, events and settings are 1. Identify how J.K. Rowling represents characters using language
combined in narratives, and discuss the choices (e.g. descriptive writing, character name meanings);
purposes and appeal of different approaches 2. Provide further examples of the literary devices used by Rowling to
(ACELT1622) portray characters.
LI 2: Ss:
1. Recognise the roles specific characters play in the overall plot and
understand why the author purposes to use characters in this way.
4. Compare trope characters and identify the ways in which the reader
is positioned to respond to these characters.
Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Ensure classroom is free of trip hazards since
Refer to References.
ss will be in and out of their seats.
 Lesson Sequence
GOALS & METHODS OF
TEACHER RESPONSES TO
EVALUATION
STEPS OF THE LESSON EXPECTED STUDENT STUDENTS
TIMING RESOURCES (including specific informal and/or
(key activities and key questions) REACTIONS OR RESPONSES (including consideration of the
formal assessment links to NESA
need to adapt, reteach or extend)
Outcomes)

INTRODUCTION
5 min 1. Whiteboard and 1.T enters the classroom donning a black Q: What are fantasy A: See below. T will need Refer to LIs in success
coloured markers – cloak and carrying a wand to embody tropes? to ensure explanations criteria.
blue, red, green Professor McGonagall from Harry Potter and are understood.
and black the Order of the Phoenix. For added bonus
and dramatic effect, play the theme song.
2. Harry Potter and
the Philosopher’s Script: Good afternoon, Year 8. Today, is the
Stone - book all-important sorting ceremony. Please put on
your thinking caps and remain silent as you
3. Wand & black
await instructions.
cloak (optional, but
fun) 2. T marks roll and randomly assigns ss to one
of the four “houses” – Gryffindor (red),
4. ICT –
Slytherin (green), Hufflepuff (black) or
laptops/iPads
Ravenclaw (blue). T instructs Ss to sit in rows
corresponding with the houses (i.e. as above,
left to right in the classroom).
Script: When I call your name, please
respond, “Yes Professor,” and move into the
area allocated for your house.
3. Ss should now be sitting in rows
corresponding with the houses. A student at
the front is given a marker corresponding with
the house colour. T writes house names on the
whiteboard and divides the board into four
sections.
4. T explains that the purpose of the lesson is
to delve into the defining features of characters
 in fantasy texts.
Script: Thank you, students. Now that you are
sorted into your houses, we will begin today’s
lesson. You will recall that we have been
studying Harry Potter in class. Now, although
we have touched on the characters, over the
next three lessons we will be unpacking them
in a lot more detail, looking at the ways in
which J.K. Rowling uses language, literary
devices (including fantasy tropes) and
different modes (film, books, Pottermore
website) to represent and develop characters.
5. T must inform ss of upcoming summative
assessment – a creative writing piece. This will
be started in lesson 3 and submitted two
weeks from the lesson.
DEVELOPMENT
30 min As above. 1. T reaffirms ss’ knowledge by asking some Q. What are fantasy A: Adapted from Nilsen & Differentiation
basic questions. tropes? How are they Nilsen, 2009, pp. 60-63) –
1. CALD – ensure access
used? more extensive answer
Script: Now, in the last lesson we briefly to ICT to enable ss to
addressing techniques –
mentioned that Rowling uses “fantasy tropes.” A: Ss can be translate key terms into
at this point, ss would not
Can someone tell me what they are and why expected to identify own language using
have been expected to
she would use them? (5 min). Important to basic fantasy tropes, Google Translate – T to
identify these and apply
leverage and build on ss’ discussion and including: scaffold understanding
them to characters. They
encourage ss’ to respond to their peers with and assist with
1. The hero will be familiar with
similar and contrasting examples. (S, L) pronunciation, spelling
2. The “Dark Lord” allegories, allusions, and
and understanding.
2. T responds with definitions and examples. irony.
antagonist
Refer column A (Nilsen & Nilsen, 2009). T will 2. Indigenous – draw
The word “trope” is
need to check ss’ understanding of allegories, 3. Plot involves a parallels between
quest derived from the Greek
allusions and irony, and introduce metonymy Dreamtime stories and
word meaning “turn.”
and synecdoche. T can request ss contribute 4. Presence of fantasy tropes –
They are used to
other examples from the text. (10-15 min mythical creatures & similarities/differences –
communicate a meaning
approx.). (S, L) magic e.g. consider the
that is more than or
 different from the significance of the
3. T explains the process for the “chalk and
straightforward literal rainbow serpent
talk” activity. Idea is to build upon the
meaning. Devices used compared to Voldemort’s
techniques involved and to make connections
include rhetorical devices: snake, or the nature of
based on four (4) areas that align with LIs
“Slytherin” students.
(below). (10-15 min approx.). E.g. ss responses: 1. Allegories (extended
metaphors, e.g. 3. GAT – extension
Script: Today we are going to be doing a class 1. Harry Potter mudbloods, Muggles). activity – take an unusual
activity. It will be a competition, with house represents the hero in or minor character and
points awarded for unique answers, and for the text. Rowling 2. Allusions (e.g.
offer suggestions for how
making appropriate responses to other ss’ does this by Dumbledore’s phoenix).
to rewrite them into a
answers. What you need to do is this: choose positioning him as the 3. Irony (e.g. in names – major role to fulfill one of
one or two characters from your house (e.g. “Boy who lived” from Lucius Malfoy adapted the fantasy tropes (e.g.
Gryffindor – Harry Potter). You must write as the beginning of the from Lucifer, the light- Kreacher the house elf as
many ideas on the board as you can in fifteen series and as chosen bearer/devil in Christianity a “Dark Lord”).
(15) minutes that address the following four (4) to be part of the – name means “bad
elements: Cross-curriculum
Order. faith”).
a. How J.K. Rowling represents the character 2. Draco Malfoy is 1. Indigenous links – as
4. Metonymy and
using language choices (e.g. descriptive one of Harry’s above.
synecdoche – referring to
writing, character name meanings); archenemies, so something by using a 2. Engagement with Asia
b. What role does the character play in the readers are meant to word that is associated – consider Cho Chang’s
overall plot? Why has Rowling made this hate him. with what is being named portrayal in the text and
choice? – e.g. Voldemort means whether it reinforces or
“running from death” Also challenges stereotypes.
c. Provide further examples of the literary
names that communicate
devices used by Rowling to portray characters
ethnicity, e.g. Cho Chang
(build on what we have discussed just now).
(Chinese).
d. How is the reader expected to respond to
5. Synecdoche – one part
the character? Why?
refers to the whole, e.g.
Now, when writing on the board, use only a Fluffy, Hagrid’s three
couple of words, not long sentences. You headed-dog.
should also take notes in your books, as we
will be using some of these ideas in our next
class. When you take notes, make sure to use
proper grammar, punctuation and spelling, as
your house will receive bonus points for this.
 Only one person from each house is allowed to
write on the board at any one time. Everyone
must remain quiet. If you wish to write on the
board, you must raise your hand, say, accio
pen, and then you may swap with your peers.
(R, W).
4. T to periodically invite comments from ss
throughout this activity, and to make
observations of ss’ work by circling the
classroom and checking in with ss. (R, W)
CLOSURE
5 min N/A 1. T is to reinforce learning. E.g. ss response: as N/A As above.
above.
Script: Ss, time is up – please put your quills
down and return to your seats. I will award final
house points in a minute, but first, let’s quickly
check what we learned today.
2. T checks ss understanding by getting 1-2 ss
from each house to offer up one idea that is
recorded on the board or in their books from
any heading (a-d). (S, L)
3. T introduces next lesson and awards house
points.
Script: Next lesson we will be looking at how
the same character is represented differently in
the book, the movie, and on the Pottermore
website, and why this may be the case. We will
also be doing some group work to learn to
write our own fantasy characters.
 Lesson Plan Format – Lesson 2 of 3
Class: Date: Thursday 11 April 2019 Time: Start: 1 pm
Year 8 English Finish: 1:40 pm
Key Learning Area: Lesson Topic: Building a Character (Part 2)
Textual Concept - Character
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
As per lesson 1. Students (ss) have brainstormed as a class the following in respect of key characters in the novel:
a. How J.K. Rowling represents the character using language choices (e.g. descriptive writing, character name meanings);
b. What role does the character play in the overall plot? Why has Rowling made this choice?
c. Provide further examples of the literary devices used by Rowling to portray characters (build on what we have discussed just now).
d. How is the reader expected to respond to the character? Why?
These questions form the basis of inquiry-based learning in these lessons. The tasks will be jigsaw-oriented.
Syllabus Outcome(s): Learning Intentions: Success criteria:
(One or two only. Please note the Behaviours that contribute toward achievement of Strategies which will be used to assess
syllabus reference number AND write outcome(s). learners’ attainment of learning outcomes.
out in full). Quote syllabus numbers. Must be clear, specific, Should be linked to each learning intention.
observable.
EN4-1A – responds to and composes Key strategy: formative assessment of PPT, speech, etc.
Curriculum Content Strands may be used as
texts for understanding, interpretation,
headings. Supporting strategy 1: check-in with individual groups.
critical analysis, imaginative expression
and pleasure By the end of this lesson, the students will: LI 1 and 3: Ss:

LI 1: Compare the ways that language and images 1. Identify how J.K. Rowling represents characters using language
are used to create character, and to influence choices across multiple modes:
emotions and opinions in different types of texts - Multimodal (film/website – Pottermore)
(ACELT1621)
- Literary (book)
LI 2: Recognise and analyse the ways that
characterization, events and settings are combined LI 2: Ss:
in narratives, and discuss the purposes and appeal 1. Analyse the roles specific characters play in the overall plot and
of different approaches (ACELT1622) understand why the author purposes to use characters in this way across
 different modes.
LI 3: Explore and explain the ways authors combine
different modes and media in creating texts, and the 2. Explain the appeal of presenting characters differently in various text
impact of these choices on the viewer/listener types and modes (as above) and how this changes how the reader
(ACELY1735) responds to these characters.
LI 4: use a range of effective strategies for LI 4: Ss:
organising information, ideas and arguments, eg
1. Organise and present their findings using appropriate strategies.
clustering, listing, compare and contrast, semantic
chains, graphic and diagram outlines, and mind
maps
Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
1. Consider sensible use of ICT.
Remind ss of their obligations to use Refer to References.
ICT as instructed.
 Lesson Sequence
GOALS & METHODS OF
TEACHER RESPONSES TO
EVALUATION
STEPS OF THE LESSON EXPECTED STUDENT REACTIONS STUDENTS
TIMING RESOURCES (including specific informal and/or
(key activities and key questions) OR RESPONSES (including consideration of the
formal assessment links to NESA
need to adapt, reteach or extend)
Outcomes)

INTRODUCTION
5 min 1. ICT – laptops/iPads/etc. 1. T links previous class Q: What is KWL? A: Aim: ss examine how one
activity, reintroducing the four character is represented
2. Markers and whiteboard - K = What we
(4) areas addressed in class across three modes (film,
know;
3. Film extracts – age- brainstorm (refer to Recent book, website) (refer to
appropriate, or access to the film Prior Experience). T instructs - W = What we LIs). Ss can use 1-2 short
on ss’ laptops ss to sit in house groups as want to know; film clips, a page from the
per previous lesson. and Pottermore site, or short
paragraphs from the
2. T introduces activity – - L = What we have
learned. novel (multiliteracies).
inquiry-based group learning
(IBL). T assigns each house Modelled with the class. Refer to LIs in success
one of the four (4) areas criteria.
above (i.e. a-d). Ss will be
conducting IBL in groups of
three (3). Each student will
be responsible for one mode:
the film, book or Pottermore
website (multiliteracies).
Refer to column 6.
DEVELOPMENT
30 min 1. T models a KWL inquiry R: Potential confusion if R: T should work one-on- Differentiation
with the class using area a: task is not explained one with each group to
1. CALD – ss can
How does J.K. Rowling correctly. track their progress and
consider how the
represent a character using gauge understanding of
character would be
language choices? (5 min the task.
received in their own
approx.).
culture, e.g. Chinese
2. T draws three sections on students – wuxia “martial
white board and titles them heroes” genre. Will need
as per column 5. T asks ss to to be guided by T as ss
offer some of their answers may not be familiar with
from previous lessons under this.
“K”. T offers suggestions for
2. Indigenous – similar to
what ss may want to find out
above – consider what
about their topic, e.g. does
role a character would be
the description of Ginny
given in their clan or tribe.
Weasley differ on Pottermore
How would they be
compared to in the book?
depicted in traditional
How? Refer to column 6 for
Aboriginal artwork?
cross-curriculum priorities,
differentiation and models of 3. GAT – consider the
English learning. T to ensure ways in which Rowling
that ss address these uses characters to
elements where appropriate. represent power in the
text – e.g. consider the
3. T explains that ss will work
treatment of the elves by
in groups as above. Each
the Blacks and Malfoys
group focuses on a different
and what consequences
character – T must record
this has for today’s
this. Ss are to produce a
treatment of animals or
piece of work to summarise
minorities, for example.
their findings. Some
Also consider
examples to differentiate:
stereotypes.
a. PPT (3-4 slides) to be
Critical literacies
presented next lesson
(approx. 5 minutes long). For GAT ss – as above.
Alternatively, ss can do a Textual concepts -
voiceover and submit to T. characterisation
(S, L)
Ss are to consider the
b. Speech. (S, L) credibility of the author in
c. Artwork presenting characters in
certain ways to further the
d. Mini-essay (each student
narrative and to meet the
to contribute 1-2
genre requirements.
paragraphs). (R, W).
 4. T must stress that ss Consider stereotypes –
should use appropriate GAT ss.
techniques in their answers
Cross-curriculum
that are specific to each
mode (i.e. film techniques, 1. Indigenous links – as
narration, etc.). above.

5. Ss have remainder of 2. Engagement with Asia

lesson to produce this. If it is – as above.
not finished, ss are to work 3. Sustainability –
on it at home. consider the benefits of
6. T clarifies ss using paper vs.
understanding of what is multimodal media to
expected of them. (Overall conserve the environment
activity time – 25 min – how does this impact on
approx.). our consumption of texts?

CLOSURE
5 min N/A 1. T reinforces learning and R: Homework. R: Clarify expectations Formative assessment –
expectations for next class. T about how it is to be homework.
asks ss to contribute one submitted – i.e. paper
example of how a character copy of PPT, written
is represented differently speech, etc.
across different modes.
2. T sets homework task – ss
to finish their
presentations/etc. Must be
ready to present at beginning
of next class.
 Lesson Plan Format – Lesson 3 of 3
Class: Date: 15 April 2019 Time: Start: 1 pm
Year 8 English Finish: 1:40 pm
Key Learning Area: Lesson Topic: Writing a Character
Textual Concept - Character
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Ss now have an understanding of how characters are represented differently across different textual modes, and the reasons driving the author’s choices of representation,
namely, to further the narrative, and to fit the conventions of theme and genre. Ss are expected to apply this knowledge by producing a piece of creative writing. Ss’
reading, writing, speaking and listening skills are furthered in a series of scaffolded group work and guided individual tasks.
Syllabus Outcome(s): Learning Intentions: Success criteria:
(One or two only. Please Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
note the syllabus reference Quote syllabus numbers. Must be clear, specific, observable. learners’ attainment of learning outcomes.
number AND write out in Curriculum Content Strands may be used as headings. Should be linked to each learning intention.
full).
By the end of this lesson, the students will: Key strategy: formative assessment of ss’ writing samples.
EN4-1A responds to and
LI 1: Reflect on ideas and opinions about characters, settings and Supporting strategy 1: T observation during ss’ “fish bowl” group
composes texts for
events in literary texts, identifying areas of agreement and difference work (Harris, 2013).
understanding,
with others and justifying a point of view (ACELT1620)
interpretation, critical LI 1: Ss:
analysis, imaginative LI 2: use a widening range of processes of composing and publishing
1. Engage with each other in a guided group activity to reflect on
expression and pleasure sustained texts, including planning, drafting, rehearsing and editing
character formation and representation.
LI 3: Understand and apply knowledge of language forms and
2. Draw on these ideas and opinions to inform own writing.
features
LI 2: Ss:
LI 4: Consider and apply a range of strategies to improve their texts,
including editing by rereading and peer editing, checking accuracy of 1. Plan, draft and edit a creative piece, including refining as
paragraphing, grammar, spelling and punctuation, and considering homework.
relevance for purpose, audience and context LI 3: Ss:
1. Draw on their knowledge of techniques from previous lessons.
2. Apply these techniques when creating a creative piece.
 LI 4: Ss:
1. Edit a first draft of their creative pieces.
2. Provide critical and positive feedback on their peers’ creative
pieces.
Any safety issues to be Resources:
considered: List resources you used in preparing the lesson AND those used in the lesson implementation.
Be wary of the movement Refer to References.
of ss between class
activities and ensure there
are no trip hazards.
 Lesson Sequence
GOALS & METHODS OF
TEACHER RESPONSES TO
EVALUATION
STEPS OF THE LESSON EXPECTED STUDENT REACTIONS STUDENTS
TIMING RESOURCES (including specific informal and/or
(key activities and key questions) OR RESPONSES (including consideration of the
formal assessment links to NESA
need to adapt, reteach or extend)
Outcomes)

INTRODUCTION
10 min 1. Ss books and writing 1. T links to prior learning R: Disgruntlement over R: Ss are not required to Aim: apply knowledge of
materials and allows 5 minutes for one presenting ss’ work. present, but at a minimum lessons 1 and 2 to create
group presentation of work must submit a hardcopy a creative piece.
from previous lesson. of the work they have
Refer to LIs and
R: Confusion over task. produced from last lesson
2. T explains that ss will be differentiation.
for formative assessment.
participating in two activities
Ss are encouraged to Summative
to help prepare for the
present as a means of assessment:
summative assessment task.
improving speaking skills Ss have two weeks to
The aim is to apply previous
(S). prepare their creative
knowledge learned in lessons
1 and 2 to create one of the piece as outlined in
following (differentiated): column 3. Ss must edit
R: Clarify the options for
their work before
a. Ss requiring more support the task. For ss requiring
swapping it with their
– scaffolded basic character more support, T can
peers for further editing.
description – can be written directly instruct them, or
Ss are expected to write a
in the style of Rowling as an offer guided/modeled
critical reflection to
additional character to be scaffolding.
accompany it, reflecting
incorporated into the novel
on the process of writing
b. CALD/Aboriginal/GAT ss – their piece and how
rewriting one of the main lessons 1 and 2 helped
characters to be them do this (300 words).
representative of their culture Ss will be given
(T is to ensure that cultural assessment criteria at the
nuances reflect J.K. end of the lesson.
Rowling’s writing choices. Ss
would be expected, for
example, to draw a parallel
between character names in
their own culture and
Rowling’s use of irony or
metonymy). Note: This
option incorporates cross-
curriculum priorities.
c. GAT ss – collaborate with
another student who would
play a different character and
write a screenplay/dialogue
for a scene. Can consider
critical literacy model, e.g.
would Rowling present Ron
more favourably if he came
from a rich family?
3. T explains how the two
activities will run:
a. Activity 1: Ss split into
groups of four (4) for a
modified “fish bowl” session
(Harris, 2013). Two (2) ss are
in the middle, whilst the
others are observing. T gives
ss a prompt question
designed to get ss to think
about how they would write a
character, e.g.
- Think of a name for your
original character. Why have
you given him/her this name?
What language would you
use to describe him/her to
your parents?
- How would other people
 describe your character
based on the name alone?
The idea is to get ss
observing to improve
language usage by observing
other ss in action (Baxter,
2009). Ss observing will
swap when directed by the T
with ss in the fish bowl. (S, L)
b. Ss are to write a piece as
outlined above. See column
6 for assessment details. (R,
W)
DEVELOPMENT
25 min As above. Activity 1 – T instructs ss to As above.
form groups of four (4).
Activity runs as above. T
observes and monitors
individual discussions,
ensuring all ss are involved
within their “fish bowl.” T
must tell ss when to swap.
(10 min)
2. Activity 2 – as above. T
instructs ss to return to their
desks and choose an activity
to work on for their
assessment. T asks ss who
want extra guidance to sit at
the front right-hand side of
the classroom so T can
scaffold learning. (15 min)
CLOSURE
5 min N/A 1. T informs ss of R: Confusion about R: T can arrange a time to
assessment expectations assessment. chat with ss. A summary
and provides them with a of ss Q&A can be emailed
marking guide and scaffold. to all ss to ensure equity,
For GAT ss, they are or shared on the ICT
expected to perform their class noticeboard.
scene in two (2) weeks. All ss
are to provide hardcopies of
their assessment in two (2)
weeks’ time.
Pre-Service Teacher’s Evaluation
Part B: Reflection
The overarching pedagogical approach applied throughout this sequence of lesson plans
(“the sequence”) is the textual concepts approach addressing characterisation. For the
purposes of the sequence, it was presumed that previous student knowledge included an
understanding of narrative and genre (refer to Lesson Plan (“LP”) 1).

This approach was chosen for two reasons. The first is grounded in the need for lessons to
be “purposeful, effective and efficient” (Killen, 2015, p. 80). The breadth and quality of
skills that students are expected to hone by the end of Stage 4 require students’
responses to texts to be critical, imaginative and interpretive, making appropriate
connections in order to compose clear, accurate and coherent texts (NSW Government
Education Standards Authority (“NESA”), n.d.b). Therefore, lessons based on textual
concepts enable teachers to foster students’ skill-sets rather than purely drive an
understanding of the text. As the sequence demonstrates, the purpose of LPs 1 & 2 is to
link students’ previous knowledge of narrative and genre with characterisation. Though the
latter would have been addressed in a nominal way, it effectively elucidates connections
between character-formation as a narrative device that is ultimately informed by, and
informs, genre. In this way, students are already confident in their ability to discuss
language features that are present in a given genre and narratives generally. The textual
concepts approach enables students to continually develop their response to texts, which
informs their compositions, in a practical and efficient way.

One issue with a textual concepts pedagogical approach is that it is relatively advanced
and requires some planning and practise to implement successfully. As Barrington (2019)
elucidates, a more appropriate strategy for pre-service and graduate teachers to try in the
classroom is the “four phases” approach, which provides more structure when dissecting a
text. However, the textual concepts method was chosen as the best means to structure the
sequence with the end goal in mind, that is, the summative assessment task in LP3, which
requires students to produce a creative piece in response to the learning attained in LPs 1-
2. In this sense, given attained student knowledge, the four phases method is impractical
and unsuitable for this sequence.

With respect to the strategies for teaching English, this sequence included multiliteracies
and critical literacies. Exploring one story in three different modes (i.e. Harry Potter and the
Order of the Phoenix as a book, film and website) enabled a deeper understanding of
characterisation and its connection to representations in narratives and genres. The only
drawback with incorporating critical literacies is it requires more direct teacher instruction
and class discussion to unpack the ways in which certain themes (such as power in LP2)
are challenged through characterisation. Janks’s (2010) scholarship was instructive on this
point. Her emphasis on the ways in which language constructs reality featured heavily in
LP2, particularly in the differentiated group work for GAT students who were asked to
consider the ways in which J. K. Rowling uses characters such as the house elves to
represent power imbalances and issues such as slavery in the text. Students were asked
to consider the implications for contemporary issues, such as animal treatment. However,
a shortcoming of this method is that the sequence simply does not allow enough time for
in-depth evaluation.

The sequence relies heavily on Baxter’s (2009) recommendations for small group work as
a means to maximise student language skills. The fish bowl exercise (Harris, 2013)
functions as a model for shy or CALD students to observe GAT and more confident
students applying English in everyday conversations and also to describe characters using
the standard and language required in the curriculum outcomes. In marking the summative
assessment, I would incorporate Faulkner’s (2011) advice to use podcasts as a means to
deliver assessment feedback. Students hear their work engaged with by the teacher in real
time, and it is read as the work is written (i.e. teacher does not pause when there are no
commas in the writing piece). Her work complements Baxter’s research, as “group effort
for understanding” is the key to growth in language use (Baxter, 2009, p. 198).
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