Sample Unit – English Standard – Year 11

Reading to Write – Transition to Senior English

Unit title Year 11 Common Module: Reading to Write – Duration 40 hours

Transition to Senior English
Unit description This unit demonstrates a possible approach to the Year 11 Common Module for Standard students. Teachers may include lessons
explicitly teaching skills in reading and writing to address the particular needs of their students. Teachers may also need to differentiate
the learning to suit the varied needs of different groups in the class.
The focus text chosen for this unit is Steinbeck’s novella, Of Mice and Men. Students also have the opportunity to read and respond to a
range of other texts, including essays, poems, films, plays, songs, short stories, speeches and other novels. These other texts connect
with the focus text through the study of genre, theme and style. Teachers may consider allowing students to choose some of the texts
they study.
The unit provides ample opportunities for students to write. They will produce critical writing: a response to an extract, a justification of a
personal reading, a personal response essay and essays on theme and style that involve comparisons between texts. Students will
compose imaginary writing: an extra scene in a novel, an adaptation of a novel to a play script, as well as an assessment task in which
they write in a medium, mode and form of their choice. Students will also write to learn throughout the unit: writing notes, keeping a
reading log, writing short and longer responses to questions and reflecting on their learning.
This unit contains a range of resources and teaching and learning activities. It is not an expectation that all texts or activities
are completed in order to achieve the learning intentions of this module. Teachers may add, change or delete activities as
appropriate to their context and the learning needs and interests of students.
Outcomes
EN11-1, EN11-2, EN11-3, EN11-4, EN11-5, EN11-6, EN11-7, EN11-9
Essential questions
 Why do I need to become a more perceptive reader and more skilful writer and how do I do this?
 How can reading make me a better writer? And how can writing make me a better reader?
 How does reading and writing across a variety of connected texts illuminate meaning?

Course requirements Assessment overview:

The Common Module must be completed as the first unit of work in Year11. Assessment for learning: various reading and writing activities
Assessment as learning: reading logs and reflections
Assessment of learning: create an imaginative text in a choice of mode and
form, with personal reflection
Content Teaching, learning and assessment Resources
Introduction to Reading to Write
EN11-1 responds to and composes
increasingly complex texts for 1. Reflection on reading
understanding, interpretation, analysis,  Students reflect on their best reading experience to date. What made
imaginative expression and pleasure this reading experience so valuable to them?
(If students indicate that they do not, or do not like to, read, teachers should
Students: direct students to consider early experiences, or everyday experiences of
- investigate, appreciate and enjoy a reading in the students’ lives (eg blogs, social media etc). It may also be a
wide range of texts and different ways good time to ask students to reflect on the reasons they do not actively
of responding pursue reading.)
- analyse the ways language features,
text structures and stylistic choices Bronwyn Mellor, Annette
 As a class, students: Patterson and Marnie O’Neill,
represent perspective and influence
 brainstorm different purposes for reading. Reading Fictions, Chalkface
audiences (ACEEN024)
 discuss the importance of reading for the study of English, the study of Press (1991)
other subjects, for life beyond school.
EN11-2 uses and evaluates processes,  read the introduction to the chapter ‘Texts and Readings’ in Reading
skills and knowledge required to Fictions: Grammar and punctuation: The
effectively respond to and compose texts Little Green Grammar Book,
in different modes, media and In the past, texts were often thought about as if they were a kind of Mark Tredinnick, University of
technologies container. Inside the containers were meanings. Readers looked, NSW Press, 2008
sometimes quite hard, to find the meanings in the containers. Reading
was finding the ‘correct’ meaning in each container, or text. Steps in process writing:
Students:
Writing from Start to Finish: a
- appreciate the ways mode, medium
Recent literary theory, however, argues that texts are not containers Six-Step Guide, Kate Grenville,
and technology affect meaning and
with meanings ‘inside’ them. Instead, texts are seen as polysemic or Allen and Unwin, 2002
influence personal response
‘multi-meaninged’. Reading, it is argued, produces the meanings of a
text, which are called ‘readings’. Literary terms: The Oxford
Dictionary of Literary Terms,
EN11-9 reflects on, assesses and Because texts are full of gaps, they can be read in different ways, and it Chris Baldick, Oxford, 2008
monitors own learning and develops is not possible to decide finally ‘what a text means’. A text can never be Importance of referencing and
individual and collaborative processes to reduced to a single meaning, because there is no possibility of a neutral citing: ‘Acknowledging
become an independent learner authority or judge to decide which reading is ‘correct’. Sources’, Module 2 in NESA
Students: online learning resource, All My
This doesn’t imply that a text can mean anything a reader likes. In Own Work (NESA website)
theory, texts have the potential to be read in endlessly different ways,
- monitor and assess the various ways
but in practice, groups of readers produce a limited range of meanings, Referencing and citing: How to
they approach their learning in
English Reference, includes a 10-
- select and use appropriate by valuing certain responses and disqualifying others. minute tutorial (Sydney
metalanguage and textual forms to University website)
assess and reflect on learning
- use and understand the value of  Students should consider if this extract accords with their experiences Citing tool: Cite This for Me
writing as a reflective tool of reading? Is this extract true of some texts more than others? (citethisforme.com)
Consider poetry and factual texts.

 The chapter ‘Texts and Readings’ in Reading Fictions includes a close State Library resources to
study of two short stories, ‘A Lot to Learn’ and ‘Listen to the End’. If support student writing and
students have access to this text, there is value in working through the citing available at State Library
whole chapter to learn more about how texts can evoke different resources
readings and how it is possible to decide between different readings.

2. Reflection on writing
 Students reflect on their best writing experience to date. What made
this writing experience so valuable to them?
 As a class, students: See ‘Authority’ at English
 brainstorm different purposes for writing. Textual Concepts website:
 discuss the importance of writing for the study of English, the study of http://englishtextualconcepts.ns
other subjects and life beyond school. w.edu.au/
 discuss notions of author, authorship and authority. Who owns the text?
Who decides the meaning?
Note that the resources available through the State Library website, can be
used by the teacher to explicitly teach writing skills or used independently
by students.

3. Reflection on links between reading and writing

 How is reading different to writing? In one sense they are at opposite
ends of the communication process – one composing texts and the
other responding to texts.
 How is reading similar to writing? Both reading and writing involve
active meaning-making.
 Discuss ways in which reading can lead to writing, eg we can respond
to a text we have read through writing, and reading a text can inspire us
to write. ‘A Loaf of Poetry’
http://www.tnellen.com/cyberen
4. Discuss how reading and writing support one another: we can learn to be g/poetry/index.html and
better writers through our reading; we can learn to be better readers
through our writing. ‘Unfolding Bud’
 https://genius.com/ poems by
5. Students read the poem, ‘A Loaf of Poetry’ by Naoshi Koriyama. Koriyama Naoshi Koriyama
is a Japanese poet. What is he saying about writing poetry? Does the idea
apply to writing in general? What technique is Koriyama using to make his
idea clear and memorable?
‘The Danger of a Single Story’,
6. Students then read the poem ‘Unfolding Bud’. What is Koriyama saying TED talk by Chimamanda
here about reading poetry? Does the idea apply to reading in general? Ngozi Adichie at
Comment on the technique Koriyama uses to communicate this idea http://ed.ted.com/on/oQQimtYK
effectively.

7. As a class, or individually, students view the TED talk, ‘The Danger of a

Single Story’. Chimamanda Ngozi Adichie is a Nigerian writer of novels,
short stories and nonfiction. What does Adichie’s talk tell us about the
power of stories, both in their reading and writing? What responsibilities do
we have as readers? Do writers have a corresponding responsibility?
Comment on the ways in which Adichie communicates her ideas in the talk.
Is she effective? (Informal Assessment)
EN11-3 Close study of Steinbeck’s Of Mice and Men
analyses and uses language forms,
features and structures of texts, In this close study, students undertake a range of activities including analysis of
considers appropriateness for purpose, language and use of language as well as discussion of characters and context.
audience and context and explains Of Mice and Men, by John
effects on meaning 1. Students read the start of the novella from ‘A few miles south of Steinbeck, Penguin, UK, 2006
Soledad…’ to ‘Look George! Look what I done!’ (pp1-3 of the Penguin (page references throughout
Students: edition cited) and complete the following activities: this unit refer to this edition)
- engage with increasingly complex  Draw or find a picture that captures the essence of the scene described
texts to understand and appreciate at the start of this extract. In what sense does Steinbeck write like an
the power of language in shaping artist paints? Note that we might describe such a style of writing as
meaning ‘painterly’.
- analyse how language choices are  Find and comment on examples of Steinbeck’s use of verbs to depict
made for different purposes and in the liveliness of the scene.
different contexts using appropriate  Comment on the syntax (the ordering of words to make meaning) of the
metalanguage, for example, following sentence. What is the effect?
personification, voice-over, flashback ‘Evening of a hot day started the little wind to moving among the
and salience (ACEEN002) leaves.’
- understand and explain how language  Consider Steinbeck’s use of colloquial language. The passage uses
forms, features and structures are some colloquial language (informal language of speaking) even before
effectively integrated in a range of we get to the dialogue between the two men, eg ‘’coons’, ‘jungle-up’.
quality literature and other texts Explain the effect of this colloquial language.
 Comment on the use of simile (comparison using ‘like’ or ‘as’) eg the
- use appropriate form, content, style rabbits, we are told, ‘sat as quietly as little, gray sculptured stones’.
and tone for different purposes and  Explain how the description emphasises the differences between the
audiences in real and imagined two men? How does the dialogue further show these differences?
contexts (ACEEN011)  Assess the effect of comparisons. Lennie is compared to a bear, then
- use accurate spelling, punctuation, later to a horse. Are these comparisons helpful? Are they derogatory?
syntax and metalanguage Or do they link Lennie to the natural world, as against the social world?
(ACEEN017)  Consider the significance of the setting. At the end of the story, the men
- use stylistic features to craft and will return to the ‘green pool’ after some misadventures on a ranch. Can
communicate points of view you guess the significance of this setting? Students may need to come
(ACELR013) back to this question after they have read more of the novella.
 Based on the extract, answer the following two questions: (informal
EN11-1 responds to and composes assessment)
increasingly complex texts for  does this extract tell us anything about the main concerns of the
understanding, interpretation, analysis, novella?
imaginative expression and pleasure  how would you describe Steinbeck’s style as a writer? Dialogue that Matters -
Edutopia
Students: 2. Students invent a character, in addition to the two men already
- compose personal responses to texts encountered, for the next scene in the novella, ie directly after the https://www.edutopia.org/blog/d
and consider the responses of others extract studied. ialogue-that-matters-aaron-
- develop creative and informed  Students can then write this scene, including some dialogue that sorkin-todd-finley
interpretations of texts supported by captures the authentic voices of the characters.
close textual analysis (ACELR062)  In groups, students can read and share these scenes and discuss
whether they have successfully imitated Steinbeck’s style or
whether they have brought their own style to the exercise. Some
revision of the conventions of writing dialogue may be needed. ‘Of Mice and Men’ audiobook,
read by Gary Sinise:
Soundcloud Audiobook: Of
3. Students read the novella from start to finish and keep a reading log to Mice and Men
reflect on:
 what they are learning about George and Lennie as characters
 their emerging reading of the novella, justified by reference to the text.
Note that some excellent audiobooks of the novella, which may be helpful
EN11-7 understands and explains the to some students, are available online.
diverse ways texts can represent
personal and public worlds Some of the activities below can be undertaken while students are reading
the novella. (Informal assessment)
Students:

- understand how contexts influence

4. Students share background knowledge of the Great Depression,
the perspectives represented in texts focusing on the USA – the context of the writing of the novel (first
and how audiences respond to them published in 1937) and the period in which the events take place. Briefly
 research further information to complete gaps. How is this context
important to the meaning of the novella?

1. When students have completed the novella, they can draw a graph
showing the rise and fall of tension across the six chapters. Students label
EN11-1 responds to and composes the graph with important events and indicate the stages in the structure of
increasingly complex texts for the novel: exposition, rising tension, climax and resolution.
understanding, interpretation, analysis,
imaginative expression and pleasure 2. Students identify the main settings of the novella:
 The ‘green pool’ (pp1-2, 112-113)
Students:
 The ranch, including the bunkhouse, Crook’s shed and the barn (pp19,
- compose personal responses to texts 75-6, 95).
and consider the responses of others
As a class, discuss the different ways in which each setting is presented.
- explain how various language
Students should explain what is the symbolic significance of these two
features, for example, figurative, settings? How are they important to the ideas raised in the novella?
grammatical and multimodal
elements, create particular effects in 3. Students engage in the study of character and:
texts and use these for specific  identify the seven main characters in the novel.
purposes  draw a character web indicating the connections between these
- apply and articulate criteria used to characters.
evaluate a text or its ideas  develop a detailed character profile of George, including physical
- develop creative and informed appearance, personality, attitudes and beliefs, aspirations, role in the
interpretations of texts supported by novella. This may be developed as a class where evidence can be
close textual analysis (ACELR062) drawn from the text to support points. Organise information in a set of
notes, using the following table:
EN11-3 Character profile: Points about character Evidence from
George text
analyses and uses language forms,
Physical appearance
features and structures of texts,
considers appropriateness for purpose, Personality
audience and context and explains Attitudes and beliefs
effects on meaning Aspirations
Role in the novella
Students:

- analyse how language choices are  Divide class into 6 groups. Allocate one of the other main characters to
made for different purposes and in each of these groups. Students can use the table above to build a
different contexts using appropriate profile of the allocated character. Each group reports back to the class.
 metalanguage, for example, Students share character profiles.
personification, voice-over, flashback  Students discuss, and perhaps add to, these criteria of successful
and salience (ACEEN002) characterisation:
- use appropriate form, content, style - Convincingly ‘human’: neither all good nor all bad; not always
and tone for different purposes and predictable, but true to nature; three-dimensional, not
audiences in real and imagined stereotyped or flat
contexts (ACEEN011) - Unique and interesting aspects to character
- Changes or develops in response to events and other
characters
EN11-5 thinks imaginatively, creatively, - Revealed not only by description, but also dialogue and action.
interpretively and analytically to respond
Students decide whether the third point applies to a shorter text such as
to and compose texts that include
a novella.
considered and detailed information,
ideas and arguments  Students write a response to the following question: Which
Students: characterisation, in your opinion, is the most successful characterisation
in the novella? Support your view with reference to these criteria.
- investigate and reflect on the Purdue Online Writing Lab -
difference between initial personal 4. Students read the passage commencing with ‘Lennie said craftily…’ (p117) Writing a Literary Analysis
response and more studied and to ‘…and he lay without quivering’ (p120). presentation
complex response (ACELR003) https://owl.english.purdue.edu/
- understand the effect of  Students write an essay, or literary analysis, discussing the ideas in this
owl/resource/697/1
nominalisation in the writing of critical extract and explaining how Steinbeck uses the resources of language to
and creative texts present those ideas. What is the significance of this passage for the
- compose critical and creative texts novella as a whole? They can refer back to the close study of the
that explore increasingly complex extract from the start of the novella to help them in their analysis of this Resources can be found at:
ideas passage. (Informal assessment)
- select and apply appropriate textual  http://www.teachingacenglis
evidence to support arguments In order to assist students to construct the essay or literary analysis teachers h.edu.au/
(ACEEN035) may consider the following activities:  http://www.une.edu.au
 Develop an overview of how to construct a literary analysis, using  https://owl.english.purdue.e
the Purdue Online Writing Lab resource ‘Writing a Literary Analysis’ du/owl/
EN11-6 or equivalent.
Investigates and explains the  Examples may be shown to students of this type of writing and
relationships between texts deconstructed for its features. Students may then use these as
Students: models or guidelines for how to create their own. Teachers may use
- develop an understanding of new online resources, examples of past student work or HSC sample
texts by making connections with responses.
texts that are personally familiar  A refresher activity with students on the use of active/passive voice
- understand the uses and purposes of and nominalisation to develop their academic writing would be
intertextuality, for example, references helpful for students. Resources from university websites are often
 to or appropriations of other texts helpful here.
- describe and explain the connections
between texts, including the ways in 5. Steinbeck originally called the novella Something that Happened. Later he
which particular texts are influenced changed the title after reading a poem entitled ‘To a Mouse’, written by
by other texts. Scottish poet, Robert Burns, in 1785. Students locate and read the poem –
note that they might need to find an English translation of the Scottish
dialect. What is the connection between the poem and the novella? Which
title do they prefer for Steinbeck’s novella, and why?

EN11-1 responds to and composes Perspectives of Steinbeck’s Of Mice and Men

increasingly complex texts for
understanding, interpretation, analysis, The following activities can be done to help students consider different
imaginative expression and pleasure perspectives of the text:
National 5 Critical Essay
Students: 1. Individually, or as a class, students read and discuss the essay on the Exemplar – Of Mice and Men:
theme of dreams and aspirations in Of Mice and Men, written by a Essay #1 on dreams
- investigate, appreciate and enjoy a Scottish high school student. Students should notice how the response
wide range of texts and different ways has been structured to answer the question.
of responding 2. Students should then:
- analyse the ways language features,
text structures and stylistic choices  Write the plan that might have been used to write this essay. How
represent perspective and influence does the writer use structure and language effectively to present an
audiences (ACEEN024). argument? Discuss the purposefulness of the introduction and
conclusion. Take note of the effective paragraphing in the main body
of the essay. Identify the topic sentence in each paragraph and note
EN11-5 thinks imaginatively, creatively, how the writer adds explanation and textual reference to support each
interpretively and analytically to respond idea. Can they offer any suggestions for how the essay could be
to and compose texts that include further improved?
considered and detailed information, Sample thematic essay on Of
ideas and arguments 3. Students then read and critically review a second essay by a student. Mice and Men: Essay #2 on
They consider which aspects of the essay are successful? In which areas dreams
Students: could the essay be further improved?
- explore the effects of figurative and 4. Teacher information: Many readers and critics have noted the central
rhetorical devices, for example, idea of dreams and aspirations in Of Mice and Men. We might consider
emphasis, emotive language, such an interpretation as a dominant reading of the novella. But other
metaphor and imagery in the readers and critics focus on less obvious aspects of the novella. These
construction of argument interpretations, if substantiated, are no less legitimate – they are called
(ACEEN025). resistant readings.
Possible sources for essays:
  The teacher sources an essay that demonstrates an alternate www.huffingtonpost.com
EN11-1 responds to and composes perspective or ‘resistant reading’ of Of Mice and Men – this may be www.time.com
increasingly complex texts for related to race, class or gender for example. Students read and
understanding, interpretation, analysis, discuss the ideas in the essay. Questions to consider:
imaginative expression and pleasure  What point is the writer making?
 Has the point has been well supported?
Students:  Do you agree with the ideas the writer presents?
 How has the writer’s context contributed to his/her perspective?
- compose personal responses to texts
and consider the responses of others
5. Students to review the essays above and comment on what they notice
- identify and describe the contexts of
about the language style and structure of the personal response essay?
composing and responding, for Drawing on what they’ve learned about personal response essays from
example, personal, social, historical, the above two essays, construct an essay which explores the following
cultural and workplace contexts, and questions:
consider how these contexts impact
 What did you like about the novel?
on meaning
- apply and articulate criteria used to  What did you dislike about it?
evaluate a text or its ideas  What is your overall view?

EN11-6 Investigates and explains the Exploring text forms: adaptations of Steinbeck’s Of Mice and Men
relationships between texts
The following activities can be done to explore textual form. See ‘intertextuality’ at the
Students: English Textual Concepts
1. The teacher reviews the concept of adaptation as part of the larger concept website:
- understand the uses and purposes of of intertextuality with students. http://englishtextualconcepts.ns
intertextuality, for example, references w.edu.au/
to or appropriations of other texts. 2. As a class, students view the trailer for the 1992 film adaptation of
Steinbeck’s Of Mice and Men, directed by Gary Sinise and reflect on the
following questions:
EN11-2 uses and evaluates processes, Trailer for Of Mice and Men,
skills and knowledge required to  What aspect of the story has been emphasised here to promote the the film directed by Gary
effectively respond to and compose texts film? Sinise,1992:
in different modes, media and  What hints of darker elements to the story are suggested in the trailer? https://www.youtube.com/watch
technologies  How have various film-making tools been used to present the story in a ?v=BQtiStdDaYw
particular way? What is the overall effect? Consider the use of shots
Students: and angles, composition, sharpness of focus, mise-en-scène, music ‘The final scene film
and voiceover. comparison’, 1939 and 1992
- appreciate the ways mode, medium film versions of Of Mice and
and technology affect meaning and Men:
3. There are 15 differences between the novella and the 1992 film.
influence personal response https://www.youtube.com/watch
- assess the effects of the choice of  As a class discuss why filmmakers change texts such as novels when
 mode and medium, including digital making film adaptations? ?v=fAGV1WxFkos
texts, in shaping the response of  Students view the comparison of the final scenes in the 1939 and
audiences in a variety of contexts 1992 film versions of Steinbeck’s novella and judge which of the two
(ACEEN003). versions is most true to Of Mice and Men?
 Students compare the techniques used to present the final scene in
the two film versions.
EN11-4 applies knowledge, skills and  Students write a response to the following question:
understanding of language concepts into
 Of the three texts (the novella and the two film versions), which
new and different contexts
presents the final scene with the greatest impact? Explain why.
Students:

- appreciate and explain how

composers may transform and adapt
texts for different purposes, contexts
and audiences, for example, 4. Teacher information - Steinbeck deliberately wrote Of Mice and Men as a
appropriations in popular culture ‘novel play’ – that is, a novel that could be readily adapted into a play. In
- transform and adapt texts for different Wikihow resource showing how
fact, Steinbeck himself adapted the novella into a play script for a stage to write a play based on a
purposes, contexts and audiences production, directed by George S. Kaufman, which opened on Broadway
(ACEEN050) novel: Write a play based on a
the same year the novella was published (1937). This production was novel
- investigate text structures and chosen as Best Play in 1938 by the New York Drama Critics’ Circle.
language features related to specific
genres for different purposes and  Students choose a scene from the novella and write their own play
audiences (ACEEN052). versions. The Wikihow guide cited here outlines steps that might be
involved in such a task – students should focus on part 2, ‘Writing the
play’, in this resource. It will also be helpful to study examples of play
scripts to familiarise students with the conventions of formatting.
EN11-5 thinks imaginatively, creatively,
interpretively and analytically to respond
to and compose texts that include
considered and detailed information,
ideas and arguments

Students:

compose critical and creative texts that

explore increasingly complex ideas.
EN11-1 responds to and composes Exploring connections between and among texts: themes
increasingly complex texts for
understanding, interpretation, analysis, The following activities may be used to explore the themes in this text as well
imaginative expression and pleasure as in other related material
Students: 1. Students have already read two essays discussing the idea of dreams in
Steinbeck’s Of Mice and Men. In fact, there is a dichotomy of ideas in the
- investigate, appreciate and enjoy a novella: dreams and reality.
wide range of texts and different ways  Students research and define ‘dichotomy’ and write notes on this dichotomy
of responding as it relates to several characters in the text. Students can use the following
- develop creative and informed table:
interpretations of texts, supported by Examples of texts dealing with
close textual analysis (ACELR062). the dichotomy of dreams and
Character What is the How does reality Evidence  Stu reality:
character’s affect the from the den
dream? character’s dream? novel, ts  Mercutio’s Queen Mab
including speech from Act 1 Scene 4
quotations of Romeo and Juliet by
Lennie William Shakespeare
George  ‘Birches’, a poem by Robert
Curley’s wife Frost, Robert Frost:
EN11-6 investigates and explains the Selected Poems, Penguin,
Candy
relationships between texts UK, 1973
Crooks
 ‘White Stucco Dreaming’ by
Students: Samuel Wagan Watson,
consider what they think is the overall theme about dreams and reality, as
presented in Steinbeck’s novella? Smoke Encrypted
- develop an understanding of new Whispers, University of
texts by making connections with 2. Individually, or in groups, students explore a range of other texts that also
deal with the dichotomy between dreams and reality. They should note the Queensland Press, 2004
texts that are personally familiar  ‘I have a dream’, a speech
- explore and analyse the similarities varieties of ways in which composers represent these ideas, depending in
part on the medium, mode and form of the text. Students complete the by Martin Luther King
and differences in language forms,  ‘Amazing Life’, song by
table below for Of Mice and Men, then add notes on three other texts of
features and structures between and Clare
different media, modes and forms:
among texts. Bowditch, from album The
Text What does How does the Influence of Winter I Chose Happiness,
EN11-5 the text say composer medium, mode and 2012:
thinks imaginatively, creatively, about dreams represent ideas form?  ‘American Dreams’, a short
interpretively and analytically to respond and reality? about dreams and story by Peter Carey, Peter
to and compose texts that include reality in text? Carey: Collected Stories,
considered and detailed information, Example: The poem is ‘sprinkled in the In choosing to write Vintage, 2005
ideas and arguments ‘White used to offer happy dark of my this as a poem,  Rooted, a play by Alex
Stucco both a real mind/is early Wagan Watson Buzo, Currency Press,
Students: Dreaming’ vision of living childhood and black offers alternative Australia, 1973
- investigate a wide range of texts, by  Samuel in an urban humour/white stucco perspectives on both  Diving for Pearls, a play by
including those by and about Wagan society - in dreaming’. Here dreams and reality. Katherine Thomson,
Aboriginal and/or Torres Strait Watson particular a Wagan Watson is The dichotomy is Currency Press, Australia,
 Islander people/s, in order to think young using ‘black and offered through the 1991
broadly, deeply and flexibly in Aboriginal man dark’ in a positive non-traditional usage
imaginative, creative, interpretive and - and what way, rather than the of imagery and word
analytical ways dreams can traditional poetic selection, which in
- select, interpret and draw conclusions lead to. usage of the words. turn offers a different
about information and ideas in texts He uses humour in perspective on
- make connections between order to offer Aboriginal culture
information and ideas and synthesise alternative views of and identity, which
these in a range of critical and dreams and reality. differs from those
creative texts. In using ‘white imposed by the
stucco dreaming’ mainstream media
EN11-4 applies knowledge, skills and here, he is taking the and general public
understanding of language concepts into ‘traditional’ idea of opinion. Wagan
new and different contexts Aboriginal culture Watson offers a
and offering an young Aboriginal
Students: alternative man’s perspective on
- transfer knowledge of language and perspective on the growing up in an
literary devices to engage with many faces of urbanised society.
unfamiliar textual forms or texts in Aboriginal culture.
unfamiliar contexts.
3. Students select one of the texts they have explored in the exercise above.
Students write an essay discussing the particular ideas about dreams and
EN11-5 thinks imaginatively, creatively, reality presented in this text and the ways in which those ideas are
interpretively and analytically to respond represented, making comparisons with Of Mice and Men.
to and compose texts that include
considered and detailed information, 4. Other dichotomies in Of Mice and Men include friendship/loneliness and
ideas and arguments power/powerlessness. As a class consider if there are any others?
5. Individually, students choose one of these other dichotomies and explain
Students: how it is developed in the novella.
- investigate and reflect on the 6. Students review the notes in their reading logs and their responses to the
difference between initial personal questions above. Students answer the following question:
response and more studied and  What is your reading of Steinbeck’s Of Mice and Men? Justify your
complex response (ACELR003) reading with close reference to the text. (Informal assessment)
- select and apply appropriate textual
evidence to support arguments
(ACEEN035).

EN11-9 reflects on, assesses and

monitors own learning and develops
individual and collaborative processes to
become an independent learner
Students:
- select and use appropriate
metalanguage and textual forms to
assess and reflect on learning.
EN11-3 analyses and uses language Exploring connections between texts: style
forms, features and structures of texts,
considers appropriateness for purpose, 1. In groups students analyse Steinbeck’s style as evident in Of Mice and
audience and context and explains Men. They can add more rows for any other aspects of style identified.
effects on meaning
Element of style Evidence of this Effect of this element of
Students: element of style in style on the meaning of  Stu See ‘Style’ at the English
the text the text dent Textual Concepts website:
- engage with increasingly complex Simple, direct s http://englishtextualconcepts.ns
texts to understand and appreciate language in the w.edu.au/
the power of language in shaping narrative
meaning Dialogue, including
- analyse how language choices are authentic colloquial
language
made for different purposes and in Sparing, but
different contexts, using appropriate effective, use of
metalanguage, for example, figurative language
personification, voice-over, flashback Rising tension
and salience (ACEEN002) throughout the story
- understand and explain how language Characters revealed
forms, features and structures are through speech and
effectively integrated in a range of action
quality literature and other texts. Self-effacing narrator
– third person, but no
access to characters’
thoughts

describe Steinbeck’s style overall and make a judgement on its success.

2. Students add another appropriate scene to Steinbeck’s novella, imitating

EN11-4 applies knowledge, skills and his style as closely as possible. As students read and provide feedback on
understanding of language concepts into each other’s scenes, they should consider how effectively Steinbeck’s style
new and different contexts was captured. (Informal assessment)
Students: 3. Teacher background: Throughout his many novels, Steinbeck
demonstrated a great sympathy for ordinary people struggling against The Turning, film created by
- transform and adapt texts for different
adversity. His plain, direct style of writing is partly an attempt to tell their Robert Connolly and made by
purposes, contexts and audiences
stories truthfully, without sentimentality.
(ACEEN050) An Australian author who writes about ordinary people and their lives is Tim
- use language features, including Winton. As a class students view three or more ‘stories’ from the film various directors, 2013
punctuation and syntax, for particular version of Tim Winton’s The Turning. Note that each of the stories in the
effects in new and different contexts. film version has been adapted by a different writer and filmed by a different
director.
Students: Examples of other Australian
 compare Winton’s stories with Steinbeck’s Of Mice and Men and refer texts depicting the lives and
EN11-5 thinks imaginatively, creatively, to two of the stories. In what ways does each reflect the ‘ordinary struggles of ordinary people:
interpretively and analytically to respond person’ and his/her life?
to and compose texts that include  ‘Enter Without So Much as
 compare the style of two of the stories, written by different screenwriters
considered and detailed information, Knocking’, ‘Homo
and filmed by different directors, in the film version of The Turning. How
ideas and arguments Suburbiensis’ and ‘Drifters’,
can they explain any similarities or differences in style?
poems by Bruce Dawe
Students:  explore how these changes in context are reflected in the texts, and
found in Sometimes
what role these play in their response to the ideas and experiences
Gladness: Collected Poems
- understand and appreciate how presented. Students consider that each of these texts has been created
1954-1982, Longman
different language forms, features and in very different contexts.
Cheshire, Australia, 1983
structures can be used to represent  The Harp in the South,
different ways of thinking novel by Ruth Park,
- understand the effect of 4. Wide Reading: The ‘battler’ has been the concern of much literature in
Australia. Students select and read two other Australian texts from the list Penguin Australian
nominalisation in the writing of critical Classics, Australia, 2013
and creative texts provided, or select one of their own, paying attention to the style used by
the composers to depict the lives and struggles of ordinary people.  Wild Cat Falling, novel by
- make connections between Mudrooroo, Harper Collins,
Students write notes for each text.
information and ideas and synthesise Australia, 2001
these in a range of critical and  Students compose an essay comparing the styles used by composers to
depict the lives and struggles of ordinary people. Students will need to refer  Rabbit-Proof Fence, film
creative texts directed by Phillip Noyce,
- compose logical, ordered and to Of Mice and Men and one other text studied. (Informal assessment)
2002
cohesive texts that build effective  Crackerjack, film directed
arguments in response to the ideas by Paul Moloney, 2002
generated through texts  Rooted, a play by Alex
- select and apply appropriate textual
Buzo, Currency Press,
evidence to support arguments Australia, 1973
(ACEEN035).  Diving for Pearls, a play by
Katherine Thomson,
EN11-6 investigates and explains the Currency Press, Australia,
relationships between texts 1991

Students:

- develop an understanding of new

texts by making connections with
 texts that are personally familiar
- consider the importance of context in
explaining the similarities and
differences between texts
- explore and analyse the similarities
and differences in language forms,
features and structures between and
among texts.

EN11-7 understands and explains the

diverse ways texts can represent
personal and public worlds

Students:

- analyse the diverse ways in which

creative, informative and persuasive
texts explore human experience,
universal themes and social contexts.

EN11-9 reflects on, assesses and Student reflection and evaluation Additional resources:
monitors own learning and develops The Learning Network:
individual and collaborative processes to 1. Students write reflections on their learning , answering the following Teaching and Learning with the
become an independent learner questions: New York Times
 What reading experience have you enjoyed most in this unit of work? Why https://learning.blogs.nytimes.c
Students: did you enjoy it? om/2014/04/10/text-to-text-of-
 What writing experience have you enjoyed most in this unit of work? Why mice-and-men-and-friendship-
- monitor and assess the various ways did you enjoy it? in-an-age-of-
they approach their learning in  What did you learn about reading in this unit of work? economics/comment-page-1/?
English  What did you learn about writing in this unit of work? _r=0
- assess their own strengths and needs
as learners and apply strategies to
ensure their ongoing improvement
- use and understand the value of 2. Students evaluate their own performance in the unit by answering the
writing as a reflective tool following questions:
- create texts reflecting on their own  In what aspects of reading have you improved in this unit of work?
learning, considering how processes  In what aspects of writing have you improved in this unit of work?
can be adjusted to ensure better  What will you do to further improve your reading?
learning outcomes.  What will you do to further improve your writing?
Reflection and evaluation
Students and teachers can complete a Google form (or similar) to reflect on the learning in this unit.