Assignment 3: Integrated Unit of Work

Rationale

This assignment provides the first 10 hours of a whole term English unit of work that
was taught during my local school practicum at Blaxland East Public School. The overall
learning intention was to see students engage with language devices, features and techniques
relative to the text structure of narrative in imaginative texts. These experiences were planned
alongside the shared reading of the text, The Hobbit by JRR Tolkien.

The unit incorporated the Key Learning Area (KLA) of Creative Arts, as students
spent two visual arts lessons creating collages of the Lonely Mountain and the Misty
Mountains to accompany their Hobbit Adventure Timeline. Other KLAs explored, but not
specified, throughout the unit include History and Geography as students completed
individual research into the life of the Author, and recorded the geographical locations of the
characters’ journey using a replica map. The learning experiences of the unit, and the
summative assessment tasks, were designed to support the learning needs of the students. The
class is an Opportunity Class (OC) with many students identified as gifted and talented or
academically high achievers in literacy and numeracy. Therefore, the task of writing an essay
response, exploring how language devices were used by the author, was incorporated as it
supports student learning towards stage 4 syllabus outcomes and content. With this in mind,
not all students were identified as high achievers in English, therefore it was important to
include a reliable scaffold to differentiate the writing tasks for students who were working
towards stage 3 syllabus outcomes.

The teaching and learning experiences were designed in accordance to the Quality
Teaching framework, the Motivation and Engagement (MeE) framework and active
approaches to learning. The MeE framework exemplifies the concept and relationship of
stimulating motivation and engagement in students from both a psychological and
pedagogical perspective (Munns, Sawyer & Cole, 2013). The MeE framework has been
applied in the planning of this unit of work with the implementation of ‘active’ learning as
recommended by Arthur and Hertzberg (2013), or ‘discovery’ learning as referred to by
Bruner (as cited in Woolfolk & Margetts, 2010). ‘Active’ or ‘discovery’ learning is a
constructivist learning concept developed from the idea of ‘play-based’ learning in early
childhood education. Active learning, within this unit of work, sees students learning through
actively participating in creating, exploring, investigating and experimenting. These teaching
models reflect the three dimensions of the Quality Teaching Framework. In particular, it is
evident throughout the planning of this unit that active learning strategies to support higher-
order thinking, substantiative communication, engagement and narrative have been
incorporated. These strategies amalgamate the three dimensions of intellectual quality,
quality learning environment and significance in creating quality teaching and learning
experiences (NSW Department of Education and Training, 2009).

1
Kate Addison WSU Student #17249166
ENGLISH UNIT OF WORK
Duration: Lessons 1-8 (10 hours) of 22 lessons Stage and Year Group: Stage 3, Year 6 OC Topic: The Hobbit by JRR Tolkien

Unit Description and Focus

The overall learning intention is to encourage students to think interpretively and critically of the effective use of language devices including language techniques to support
the elements of narrative. The learning experiences are sequenced to prepare and scaffold students to write an essay responding to the question How does the author use
language techniques to effectively support the narrative elements of The Hobbit? Students will have the opportunities to experiment and explore the use of language
techniques in their own imaginative writing tasks. The learning throughout the unit is broken down into three routine experiences, shared reading, writing, and recording.
Every learning experience is introduced with a discussion of the narrative and recently learnt language techniques. Students will then read along with the teacher, using a pen
and post-it note to record any literary examples. The examples are posted onto a Language Device Wall for future reference during the writing tasks. The writing experiences
involve scaffolded paragraph writing tasks, working towards the completion of the essay; and creative writing tasks involving students using the language techniques to
create their own imaginative texts. The third experience involves students creating The Hobbit Timeline Wall, where they will track the journey of Bilbo Baggins with setting
and character drawings, work samples, and by tracking the journey using the replica map of Middle Earth. The Australian Curriculum content descriptors are listed below:
- Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts
(ACELT1613).
- Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617).
- Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618).
- Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor
and word choice (ACELT1800).
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and
opinions (ACELY1709).
- Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711).
- Analyse strategies authors use to influence readers (ACELY1801).
- Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources
appropriate to purpose and audience (ACELY1714).
- Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717).

Assessment:
The unit begins with an informal, diagnostic assessment of the students understanding of narrative text structures, in particular the five elements of setting, character, them,
plot and conflict. From this initial assessment, students will be assessed on their understanding of narratives and the characteristics of quality writing. Throughout the course
of the unit students will participate in a range of informal and formal formative assessments. Informal formative assessments refer to the teacher facilitated introductory
discussions that will take place at the beginning of each lesson. During these discussions students will be monitored for their ongoing understanding of the learning intentions.
Formal formative assessments include the scaffold paragraph writing responses. These tasks allow opportunity to provide oral and written feedback regarding their applied
knowledge of the learning intentions. Finally, two summative assessments are designed to assess students’ understanding of language features, devices and techniques. The
final essay will assess students’ understanding on how the Author, JRR Tolkien, uses language techniques to support the elements of narrative. In addition, a creative writing
task is incorporated to assess the students’ own use of language techniques to create an imaginative writing piece.

2
Kate Addison WSU Student #17249166
 Learning Experiences Resources Assessment Outcomes
Lesson 1/ Introduction to Narrative – 30 minutes  Whiteboard and  Diagnostic  EN3-1A
Students have discussed what their favourite books to read and why, during the Morning Circle routine. markers  EN3-2A
Discuss with students that they will be studying the form of narratives over the coming weeks. Discuss what a  Individual
narrative is, encouraging students to write their own definition. Instruct students to participate in a short writing books
Think/Pair/Share activity to discuss what narratives need to make them interesting.

Activity
Create a whole class mind map of all the elements that are included in a narrative, including setting, character,
theme, plot and conflict. Instruct students to copy the mind map into their English workbooks. Instruct students to
complete a Venn Diagram to demonstrate the elements of narrative that are evident in their favourite books.

Extension
Students may be extended to compose a paragraph explaining how their favourite books demonstrate effective
implementation of each of the elements. Scaffold:
The element of ___________ is achieved in the text/novel ___________.
Students add a brief description outlining why they think this element is successfully achieved by the author.

Lesson 2/ J.R.R Tolkien – 45 minutes  Whiteboard and  Formative  EN3-3A

Explain to students that they will be studying the novel The Hobbit in their study of narrative. However, to prepare markers
for the study the students will need to research the author. Instruct students to complete an Individual ‘Web Quest’.  Interactive
Students will research JRR Tolkien and respond to the following research questions. whiteboard
 Google
Who is JRR Tolkien? Classroom
- What is his name?
- Where is he from?
3
Kate Addison WSU Student #17249166
- When was he born?  Students’
- What was his profession? personal
- What was JRR Tolkien’s early life like? devices
- What are some significant experiences?  Individual
- Did he travel around? writing books
What other books has he written?
What inspired JRR Tolkien to write The Hobbit?
What is an interesting fact about JRR Tolkien?

Direct students to the 6B English Classroom through their Google accounts. Students respond to the recent post
What are some interesting facts about JRR Tolkien? and post their response in the comments section.

Lesson 3/ Chapter 1 – 1 hour  The Hobbit by  Formative  EN3-1A

Reading – 45 minutes JRR Tolkien  EN3-3A
Instruct students to bring a pen and a copy of The Hobbit before being seated on the classroom floor. Briefly (classroom set)  EN3-7C
discuss with students some information they found about JRR Tolkien and his life? Make sure to clarify that the  Post-it notes
book was originally intended as a bedtime story, and that he served in both world wars. Also discuss how Tolkien  LDW
perceived the developing world of technology. Display the eBook onto the interactive whiteboard using the  Interactive
classroom iPad, and invite one student to turn the pages for the class. whiteboard
 iPad
Ask students the following questions throughout the reading.  A6 paper
What does the hobbit hole make you think of?
 Coloured
How do you think the author wants you to feel about Bilbo’s home? Why? pencils
Would you like to live there?
Who do you think is the intended audience? Why?

Discuss with students how the author has created the scene using language techniques. Ensure the students have
understood that the language techniques of imagery, including descriptive language, similes, personification and
metaphors have been used, using examples from the text. Begin a Language Devices Wall (LDW) displaying an
area for each of the narrative elements. Instruct students to find an example of the discussed language techniques
from the first chapter, that may support one of the narrative elements, and to add this to the wall using the post-it
notes.

Drawing- 15 minutes

4
Kate Addison WSU Student #17249166
Instruct students to choose a setting from chapter 1 and draw the setting to be displayed on The Hobbit Timeline
wall. Explain to students that throughout the reading they will be documenting Bilbo Baggins’ journey, sequencing
the events.

Lesson 4/ Chapter 2 – 1 hour 30 minutes  The Hobbit by  Formative  EN3-1A

Reading- 45 minutes JRR Tolkien  EN3-3A
Instruct students to bring a pen and a copy of The Hobbit before being seated on the classroom floor. Briefly revise (classroom set)  EN3-5B
 EN3-7C
the recent events throughout the book. Revise the language techniques of simile, metaphor, personification and  Post-it notes
imagery, providing a student’s example from the LDW of how they are used in the book. Provide students with a  LDW
post-it note. Instruct students to look out for and note down examples of how these language techniques are used to  Interactive
support the narrative element of setting. Begin reading the chapter. Throughout the reading emphasis or highlight whiteboard
examples to scaffold the students’ learning. Invite students to read for the class.  iPad
 Individual
Writing- 45 minutes
writing books
Guide students through writing a paragraph addressing the question. How does Tolkien use language techniques to
support the setting?  Whiteboard and
markers
Break the task down with a word association activity to prepare students. Instruct students to select a particular
setting and an example to use in their response. Students will share their example with their working partner,
discussing what that example makes them think of. Students will then create a mind-map of words that are
associated with their chosen example. The mind-map will include subjects discussed with their partner and should
reflect their selected setting.

Students will now follow the PEEL structure to write a paragraph response to the question (Point, Explain,
Example, Link). This is a reoccurring activity and students are aware that the ‘Explain’ and ‘Example’ components
of the structure are interchangeable. Students may include more than one example. List the learning goals/learning
criteria on the whiteboard.

Learning Criteria
Your paragraph must include at least 2 sentences for each component of your
paragraph structure.
 Point (at least 2 sentences)
 Explain (at least 2 sentences)
 Example (at least 2 sentences)
 Link (at least 2 sentences)
 At least 8 sentences total.

5
Kate Addison WSU Student #17249166
A further scaffold is provided to differentiate the task for students needing additional learning support. This is
found in Appendix A of this assignment.
Students who have completed their writing task may submit their work for marking and continue with a drawing of
a character or setting from chapter 2.

Lesson 5/ Chapter 3 – 1 hour  The Hobbit by  Formative  EN3-1A

Reading- 45 minutes JRR Tolkien  EN3-3A
Instruct students to bring a pen and a copy of The Hobbit before being seated on the classroom floor. Provide (classroom set)  EN3-7C
students with a post-it note. Briefly revise recent events throughout the book and revise previously discussed  Post-it notes
language techniques, including similes, metaphors, personification and descriptive language. Introduce new
 LDW
language techniques including rhyme, rhythm and juxtaposition. Briefly revise the different settings that have
occurred throughout the narrative, including how they shape the text to represent the central storyline and different  Interactive
ideas. Discuss with students the different characters that have appeared throughout the narrative and how these whiteboard
characters are developed to support the narrative. Instruct students to look out for and note down examples of how  iPad
the language techniques are used to support the narrative element of setting and/or character.  A6 paper
 Coloured
Begin reading the chapter. Throughout the reading emphasis or highlight examples to scaffold the students’
pencils
learning. Invite students to read for the class.
 Map of Middle
Earth
Drawing- 15 minutes
Instruct students to choose a setting from chapter 2 or 3 and drawing the setting to be displayed on The Hobbit
Timeline wall. Reveal the Map of Middle Earth. Explain to students that they will track the direction of Bilbo
Baggins’ journey using the map.

Lesson 6/ Chapter 4 - 1 hour 30 minutes  The Hobbit by  Summative  EN3-1A

Reading- 45 minutes JRR Tolkien  EN3-2A
Instruct students to bring a pen and a copy of The Hobbit before being seated on the classroom floor. Briefly revise (classroom set)  EN3-3A
the recent events throughout the book. Revise the language techniques of simile, metaphor, personification,  EN3-7C
 Post-it notes
descriptive language, rhyme, rhythm, providing a student’s example from the LDW of how they are used.
 LDW
Begin reading the chapter. Throughout the reading emphasis or highlight examples to scaffold the students’  Interactive
learning. Invite students to read for the class. whiteboard
 iPad
Writing – 45 minutes  Individual
Instruct students to write a short descriptive writing piece that describes a setting/place that they like (i.e. their writing books
bedroom) or a setting/place that they don’t like. Encourage students to use language techniques including simile,  Whiteboard and
metaphor, personification, and descriptive language. Instruct students to write one page with at least one example
markers
of the four language techniques. List the learning goals/learning criteria on the whiteboard.
6
Kate Addison WSU Student #17249166
 Learning Criteria
 One page describing a setting.
 Simile (at least one example)
 Metaphor (at least one example)
 Personification (at least one example)
 Descriptive language (at least one example)

Students who have completed their writing task may submit their work for marking and continue with a drawing of
a character or setting from chapter 4.

Lesson 7/ Chapter 5 – 1 hour 30 minutes  The Hobbit by  Formative  EN3-1A

Instruct students to bring a pen and a copy of The Hobbit before being seated on the classroom floor. Briefly revise JRR Tolkien  EN3-2A
the recent events throughout the book. Revise the language techniques of simile, metaphor, personification, (classroom set)  EN3-3A
descriptive language, rhyme, rhythm, providing a student’s example from the LDW of how they are used. Choose  EN3-7C
 Post-it notes
students to read the spoken text of Bilbo and Gollum, reading the text as readers’ theatre.
 LDW
At the end of the chapter, students stick their post-it not on the Language Devices wall.  Interactive
whiteboard
Discuss with students the features of a good riddle. It is a description of an ordinary object that is imaginative.  iPad
Instruct students to write a riddle following the steps listed in the learning goals/learning criteria on the whiteboard.  Individual
writing books
Learning Criteria
 Start with your answer.  Whiteboard and
 Think of clues that describe your answer. markers
 Be creative and not too direct.
 Only write 4 or 5 lines.
 Do not give your answer away by using the exact word.
 You want to throw the reader off track but you also want it to make sense.

Lesson 8/ Chapter 6 – 1 hour 30 minutes  The Hobbit by  Formative  EN3-1A

Reading JRR Tolkien  EN3-3A
Instruct students to bring a pen and a copy of The Hobbit before being seated on the classroom floor. Provide (classroom set)  EN3-5B
students with a post-it note. Briefly revise recent events throughout the book. Discuss with students what they know  EN3-7C
 Post-it notes
the theme to be. Discuss the differences between theme and motif. Introduce students to new language techniques
including tone, symbolism and foreshadowing. Encourage students to look out for and note examples that convey  LDW
the theme of the text.  Interactive
whiteboard
Writing- 45 minutes  iPad
7
Kate Addison WSU Student #17249166
Guide students through writing a paragraph addressing the question. How does Tolkien use language techniques to  Individual
support the theme? writing books
 Whiteboard and
Break the task down with a word association activity to prepare students. Instruct students to select a particular
theme and an example to use in their response. Students will share their example with their working partner, markers
discussing what that example makes them think of. Students will then create a mind-map of words that are
associated with their chosen example. The mind-map will include subjects discussed with their partner and should
reflect their selected setting.

Students will now follow the PEEL structure to write a paragraph response to the question (Point, Explain,
Example, Link). This is a reoccurring activity and students are aware that the ‘Explain’ and ‘Example’ components
of the structure are interchangeable. Students may include more than one example. List the learning goals/learning
criteria on the whiteboard.

Learning Criteria
Your paragraph must include at least 2 sentences for each component of your paragraph structure.
 Point (at least 2 sentences)
 Explain (at least 2 sentences)
 Example (at least 2 sentences)
 Link (at least 2 sentences)
 At least 8 sentences total.

A further scaffold is provided to differentiate the task for students needing additional learning support. This is
found in Appendix A of this assignment.

8
Kate Addison WSU Student #17249166
Evaluation

The unit proved to be successful as the students’ demonstrated positive behaviour and
attitudes towards the learning experiences at all times. I believe this success is due to the
implementation of the ‘active learning’ strategies, in particular the post-it note and LDW
activity. This routine activity transformed the shared reading into an interactive learning
experience, heightening student engagement and promoting positive attitudes towards the
learning experiences.

The unit was not taught strictly to the allocated time specified on the program. This
was mostly due to the shared reading experiences taking much longer than anticipated as
some chapters were longer than others, and some whole class discussions took more time. To
improve the unit for future teaching and learning I believed other texts, such as other works
by the JRR Tolkien or modern texts of the same genre, should be integrated for students to
explore deeper knowledge and understanding into the authors life experiences, how these
influence the narrative, and compare these narrative influences to contemporary fantasy and
adventure genres of literature. This could also be achieved by including activities such as
creating a visual board of the Authors life and experiences to be used as a reference
throughout discussions. This way clearer links can be made between the Authors experience
and his work. This activity will also carry the aspect of ‘active learning’ as it was successful
throughout the unit.

To support the students with their writing I would implement more small group work,
including building mind-maps or simply small group discussions, to better prepare students
before writing their paragraph responses. I came to this conclusion as some students who
demonstrated competency and were able to shared their ideas verbally throughout the whole
class discussion, still struggled when it came time to reproducing their ideas with the PEEL
structure.

9
 References

ACARA. (2018). F-10 Curriculum: English. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/english/
Munns, G., Sawyer, W. & Cole, B. (2013). Exemplary teachers of students in poverty.
Abingdon, Oxon: Routledge.
NSW Board of Studies. (2012). NSW Syllabus for the Australian Curriculum: English K-10
syllabus. Sydney, Australia: NSW Board of Studies. Retrieved from
http://syllabus.bos.nsw.edu.au/download/.
NSW Department of Education and Training. (2009). Quality teaching in NSW public
schools. Retrieved from www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf

10
 Appendix A

PEEL SCAFFOLD

Point:________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Explain:______________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Example:_____________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Link:________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

11
12