UNIT 4 OUTSOME 1 KEY KNOWLEDGE & SKILLS CODEX

CODE KEY KNOWLEDGE DESCRIPTOR

KK4.1.1 an understanding of the ideas, issues and themes presented in texts

KK4.1.2 the ways authors convey ideas, issues and themes in texts

KK4.1.3 the features of written, spoken and multimodal texts used by authors to convey ideas, issues
and themes

KK4.1.4 the ways in which different texts provide different perspectives on ideas, issues and themes
and how comparing them can offer an enriched understanding of the ideas, issues and themes

KK4.1.5 the conventions of discussion

KK4.1.6 the features of comparative analysis: structure, conventions and language, including relevant
metalanguage

KK4.1.7 the conventions of spelling, punctuation and syntax of Standard Australian English.

CODE KEY SKILL DESCRIPTOR

KS4.1.1 identify meaningful connections and areas for comparison

explain and analyse

KS4.1.2a similarities and differences between texts in the presentation of related ideas , issues and
themes

KS4.1.2b the choices made by authors to convey particular perspectives

KS4.1.3 compare texts to negotiate and communicate a deeper understanding of ideas, issues and
themes

KS4.1.4 apply the conventions of discussion

KS4.1.5 use textual evidence appropriately to support comparative analysis

KS4.1.6 plan comparative responses, taking account of the purpose, context and audience in
determining the selected content and approach

KS4.1.7 develop and clarify ideas and insight gained through comparison using discussion and writing

KS4.1.8 draft, review, edit and refine comparative responses, using feedback gained from individual
reflection, and peer and teacher comments

KS4.1.9 apply the conventions of spelling, punctuation and syntax of Standard Australian English
accurately and appropriately.
 Lesson Plans

UNIT OVERVIEW: The unit aims to get students analyse and compare how ideas, issues and themes are presented across two texts I am Malala and Made
in Dagenham. The unit's key knowledge and key skills require students to demonstrate how differing represent meaning similarly or differently through
comparative analysis and conventions of discussion. The ultimate aim is for students to produce a comparative analysis piece designated as their final
assessment task at the end of the unit.

SECONDARY LESSON PLAN

LESSON SITUATION: Beginning of unit - Second lesson of theme exploration of I am Malala (education
LESSON DURATION: 75 Min
and women)
TOPIC/FOCUS: Thematic Close Reading Womens Education
VCE KEY KNOWLEDGE & KEY SKILLS: (See Appendix 1 for VCE Codes Links)
(KK4.1.1) Key Knowledge - An understanding of the ideas, issues and themes in texts
(KK4.1.2) Key Knowledge - The way authors convey ideas, issues and themes in texts
(KS4.1.7) Key Skills - Develop and clarify ideas and insight gained through comparison using discussion and writing
GOALS AND OBJECTIVES:
The students will be able to:
- Analyse the author's views on women and education
- Identify key quotes and explain the relationship with the theme of women and education
- Discuss how the issue of women and education fit into the current global contexts
SUMMARY OF RESOURCES REQUIRED:
- Malala UN Speech YouTube clip https://www.youtube.com/watch?v=5SClmL43dTo
- Students own devices
- Smart Board/Projector
- Padlet
- I am Malala text
LESSON PROCEDURE
GOALS & METHODS OF
STEPS OF THE LESSON
TIMING RESOURCES EVALUATION
(key activities and key questions)
 Opening

Individual: Ticket into Class Students exchange Malalas credo on women and education Informal formative theme
after watching UN speech at home. assessment task

Pairs: Students identify powerful words or phrases from their peers credo and post it on
Padlet
5
Class: Discuss common words and phrases as a class.

5
Lesson Development:

20 Pairs: Skim, Scan, Compare Activity Students will locate evidence of Malalas view on
education from assigned sections of text (Appendix b).

10 Class: Teacher Mini Lecture Millennium Development Goal 2 (Appendix c)

10 Class Discussion: Students are given time to reflect on the critical question (see Appendix d).

Closure

20 Class: Weeping women discussion activity (Appendix e). Informal formative assessment

SECONDARY LESSON PLAN

LESSON SITUATION: Middle of the unit - Third lessons after the original viewing of the
LESSON DURATION: 75 minutes
film.
TOPIC/FOCUS: Applying Cinematic techniques to Character Analysis (Rita)
STUDY DESIGN KEY KNOWLEDGE & KEY SKILLS:
(KK4.1.3) KEY KNOWLEDGE - the features of written, spoken and multimodal texts used by authors to convey ideas, issues and themes
(KK4.1.4) KEY KNOWLEDGE - the ways in which different texts provide different perspectives on ideas, issues and themes and how comparing them can offer an
enriched understanding of the ideas, issues and themes
(KS4.1.2b) KEY SKILLS - explain and analyse the choices made by authors to convey particular perspectives
(KS4.1.2a) KEY SKILLS - explain and analyse similarities and differences between texts in the presentation of related ideas, issues and themes
GOALS AND OBJECTIVES):
The students will be able to:
- Identify cinematic characteristics within film texts (KK4.1.3)
- Analyse directors intentions in choice of cinematic feature to represent characters (KK4.1.3) (KS4.1.2a)
- Identify and evaluate how characters from different texts and contexts compare (KK4.1.4) (KS4.1.2b)
SUMMARY OF RESOURCES REQUIRED:
- Made in Dagenham film
- Worksheet template
- Student workbooks
LESSON PROCEDURE
STEPS OF THE LESSON GOALS & METHODS OF EVALUATION
TIMING RESOURCES
(key activities and key questions)
Opening:

5 Groups: Discussion What type of language is appropriate to use when analysing Informal diagnostic cinematic language
film? assessment

Lesson Development:

15 Individual: Write a paragraph as a film critic talking about how Rita is portrayed as Informal formative assessment of language
courageous and strong in the film.
 Submit to a trusted peer for feedback.

Groups: Jigsaw Watch/Re-watch selected scene from Made in Dagenham. Group

30 members are allocated a different film characteristic to focus on (see Appendix f)

Answer and discuss critical question on worksheet (Appendix g)

Individual: Return to paragraph and edit considering feedback, and film techniques Informal formative assessment as learning
15 group tasks.

Closure:

Pair: Exit Slip Activity Students reflect on how Malala is also considered to be Informal formative assessment to guide
5 courageous and strong (see appendix h for instructions and homework task). comparative language task next lesson

SECONDARY LESSON PLAN

LESSON SITUATION: End of unit second lesson comparative essay preparation class LESSON DURATION: 75min
TOPIC/FOCUS: Structuring evidence in comparative essays
STUDY DESIGN KEY KNOWLEDGE & KEY SKILLS:
(KK4.1.6) KEY KNOWLEDGE - the features of comparative analysis: structure, conventions and language, including relevant metalanguage
(KK4.1.6) KEY KNOWLEDGE - the ways in which different texts provide different perspectives on ideas, issues and themes and how comparing them can offer an
enriched understanding of the ideas, issues and themes
(KS4.1.5) KEY SKILLS - use textual evidence appropriately to support comparative analysis
(KS4.1.6) KEY SKILLS - plan comparative responses, taking account of the purpose, context and audience in determining the selected content and approach
(KS4.1.7) KEY SKILLS - develop and clarify ideas and insight gained through comparison using discussion and writing
GOALS AND OBJECTIVES):
The students will be able to:
- Explain and analyse how texts different contexts provide differing perspectives on similar themes
- Develop comprehensive plan for a comparative response referencing the contention
- Identify and structuring appropriate textual references in paragraphs to support text comparison
SUMMARY OF RESOURCES REQUIRED:
- 5 NVG images x 1 each table
- Comparing texts side-by-side essay plan
- Workbook
LESSON PROCEDURE
STEPS OF THE LESSON GOALS & METHODS OF EVALUATION
TIMING RESOURCES
(key activities and key questions)
Opening:
Individual: Selected students share their contention from last lessons (appendix i).
5
Group: Body Alphabet - Each table group is given an image from the NVG relating to
the theme of persistence and must demonstrate with only their body how it might fit
15 with both texts (appendix j).

Lesson Development:

15 Individual: Students continue to fill out the "Comparing texts side-by-side" essay plan Formal formative-summative assessment
(Appendix k) practice essay topic

10 Class: Students annotate sample introduction (Appendix l)

 Focus groups: Students will be assigned to groups and provide feedback on essay Informal formative assessment on problem
10 plan areas of essay structure.

Closure

10 Individual: Students begin to write the introduction for feedback Submit for Informal formative assessment for students
feedback.
 Unit 4 - Reading and Comparing SAC

NAME:

The SAC requires students to complete a comparative piece of writing in response to one of the topics indicated
below on the two texts we have been studying this unit: I am Malala and Made in Dagenham.

In your response, you must develop a sustained discussion on the ideas, issues and themes presented both texts. Your
response must be supported by evidence and analysis of the selected text. Use the blank piece of paper provided to
plan your response and the lined paper to write it.

Choose one of the following topics to discuss.

Pleas Discuss the role of education and learning in Made in Dagenham and I am Malala.

Compare I am Malala and made in Dagenham using the following quotations as the basis for your
response:
i) I have a first class honours degree from one of the finest universities in the
world, and my husband treats me like a fool.
ii) "For most Pashtuns, it's a gloomy day when a daughter is born."

What techniques do Nigel Cole and Malala Yousafazi use to provide insight into human nature?
 UNIT 4 Reading and Comparing Rubric
Very Good 5
Analysis Complex understanding how
texts convey ideas, issues and
themes. Identifies highly
suggestive points for
comparison.
Comparison Sustained and insightful
comparison through a
complex analysis of the
similarities and differences of
both texts ideas, issues and
themes. Sophisticated use of
textual evidence to support
comparison.
Organisation Demonstrates expert control
of the features of comparative
analysis, including the highly
skilful use of structure,
conventions and language,
including the use of relevant
metalanguage.
Mechanics Essay free of errors in word
selection and use, sentence
structure, spelling,
punctuation and
capitalisation.
Mark /60
Very Good 60-48 Good 49-36
Good 4
Clear understanding how
texts convey ideas, issues
and themes. Identifies
meaningful points for
comparison.
Logical comparison through
detailed analysis of the
similarities and differences
of both texts ideas, issues
and themes. Well-
constructed use of textual
evidence to support
comparison.
Demonstrates clear control
of the features of
comparative analysis,
including thorough use of
structure, conventions and
language, including the use
of relevant metalanguage.
Satisfactory 35-24
Satisfactory 3
Satisfactory understanding
how texts convey ideas,
issues and themes. Identifies
relevant points for
comparison.
Clear comparison through
detailed analysis of the
similarities and differences
of both texts ideas, issues
and themes. Suitable use of
textual evidence to support
comparison
Demonstrates satisfactory
control of the features of
comparative analysis,
including a suitable use of
structure, conventions and
language, including the use
of relevant metalanguage.
The essay contains several
errors in word selection and
use, sentence structure,
spelling, punctuation and
capitalisation.
Poor 23-12
Poor 2
Some understanding of how
texts convey ideas, issues
and themes. Identifies some
points for comparison
Evidence of some
comparison through
attempted analysis of the
similarities and differences
of both texts ideas, issues
and themes. Weak use of
textual evidence to support
comparison.
Demonstrates some control
of the features of
comparative analysis.
Exhibits weaker use of
structure, conventions and
language, including the use
of relevant metalanguage.
Unsatisfactory 11-1
Unsatisfactory 1
Limited understanding of
how texts convey ideas,
issues and themes.
A limited comparison of
ideas, issues and themes of
both texts. Limited reference
to the text.
Demonstrates limited
management of the features
of comparative analysis.
The essay has serious and
persistent errors in word
selection and use, sentence
structure, spelling
punctuation and
capitalisation.
Appendix b) Evidence Graphic Organiser Google Doc

(Quote + Page no.) Explanation what insight does this quote give us?

Appendix c) Millennium Development Goals site

http://www.un.org/millenniumgoals/education.shtml

Appendix d) Critical question

In Chapter 7 Malala says that the Taliban are afraid of the power of knowledge. How does
Malala reveal that knowledge is powerful especially for women?
Appendix e) Picassos Weeping Women Activity - adapted from NGV VCE English Context 2015
 Appendix f) Film Characteristic Worksheet

Character Mapping (adapted from ACMIs Guide to Film Analysis in the Classroom ACMI
Education Resource - www.adelaidefestivalcentre.com.au/media/3750/film-analysis-in-
classroom.pdf)

Character Mapping Focus Film Characteristic Chart

Appearance/physical attributes: Sound:

How is the character presented visually via facial look, body How does Ritas words and voice (tone, inflection and
shape and costuming? How does Ritas actions help to timbre) help to establish Ritas Strength? Consider the
establish her character? music, sound effects (including atmospheric sound) and
what they convey.

Action: Framing:
How does the character relate to the other characters? Where is the character placed in the frame? What else is
What effects does the characters behaviour have? Describe placed in the frame with the character? What shot types
the characters role in the overall storyline. and angles are used?
Appendix g) Discussion questions:

How does the director use film techniques collaboratively to help to portray Ritas character as
strong and courageous?

Appendix h) Instructions for Exit Slip & Homework Task

Instructions: Students must provide one example of how Malala and Rita demonstrate strength
and courage that may be similar or different from each other.

Homework Tasks (Adapted from the English/EAL Advice for Teachers) - Create a Venn diagram
on how Malala and Rita are Strong and Courageous

Malala Rita

EDLA479 Assessment Task 2 S00171631

 21

Appendix i) Essay Topic

Students were given an essay topic at the end of previous lesson and asked to begin planning an
essay using the online lesson template on Google Docs the previous lesson

Topic: How do I am Malala and Made in Dagenham explore the theme of persistence?

Appendix j) Image Activity Taken from National Gallery of Victoria Online Collection

http://www.ngv.vic.gov.au/explore/collection/work/78325/

Artist: Rennie Ellis

Title: The Law Oppresses Women

(1975)

Date: 1976

Personal Reaction: What do you see?

What strikes you about the image? How
does it make you feel?

Thematic Reaction: How does this

relate to the theme of persistence? Is it
an obvious examples of persistence? Do
other words come to mind about the
image and theme?

Reaction to Context: Could this image

fit within the context of both texts?
Could it only be one? What would need
 Appendix k) Comparing texts side-by-side essay plan

I am Malala Made in Dagenham

Introduction:
- Identify and name texts and authors
- State Contention:

For example:
-
-
-

Body Paragraph 1:
Compares I am Malala and
Made in Dagenham
Topic Sentence:

Body Paragraph 2:
Compares I am Malala and
Made in Dagenham
Topic Sentence:

Body Paragraph 3:
Compares I am Malala and
Made in Dagenham
Topic Sentence:

Conclusion:
Makes a final assessment of
similarities and difference
between the texts and ideas.
It makes a final authorities
statement on the topic.
Appendix l) Sample Introduction

Both the novel, I am Malala by Malala Yousafzai, and the film Made in Dagenham, directed by
Nigel Cole explore the theme of persistence through the actions of the texts protagonists. Malala
and Rita are shown to personify the quality of persistence. It is made evident by both Rita and
Malala are both determined in their activism for womens rights. Malala persists for her right to
education despite restrictions forced upon her gender, in the face of danger, and after she is shot.
Rita perseveres against the Ford manages, against personal conflict and remains dedicated to the
cause for equal pay even in the face of financial trouble. Therefore, persistence is understood by
Malala and Ritas actions as the continuation of action in spite of difficulty.