Contemporary Teaching and

Learning

Assignment 1

Radia Hage, 18035432

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Table of Contents

Executive Summary……………………………………………………………………...3
Objective and Context……………………………………………………………………..3
Goals and list of recommendations ……………………………………………………….4
Background Information to the unit being evaulated……………………………………...5
Comparative Table………………………………………………………………………....7
Reccomendations………………………………………………………………………….11
Reconstructed Unit………………………………………………………………………17
Scope and Sequence……………………………………………………………………….17
Concept Map………………………………………………………………………………18
Assessment task and marking criteria……………………………………………………..19
Redesigned unit outline using UbD………………………………………………………..24
References………………………………………………………………………………….43
Appendices of Original Documents……………......………………….……………........46

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Executive Summary

Objective and the curriculum unit

This report discusses the necessary changes made to the unit outline provided by Malek Fahd

Islamic School, for the teaching area of English. The unit that has been modified is William

Shakespeare’s comedy Twelfth Night, which is a unit that I taught to year 8 during my

professional experience. The changes made were according to the Understanding by Design

(UbD) framework by McTigue and Wiggins (2012). The aim of the report is to recommend

practical and specific recommendations, in order to improve the teaching and learning

experience.

Context of the school

Malek Fahd Islamic School is a private school located in the south-west region of Sydney in

Greenacre. The Greenacre Campus caters for K-12 and has over 1500 students, where 98% of

the students are from a language background other than English. Although, the school is

diverse with different cultures, there are no students who identify as Indigenous or Torres

Strait Islander. At the school, the year groups are streamed by their abilities into four

different classes. The one class being the top class, the second and third class being mixed

ability and the fourth class consists of students who require additional support in the

classroom and assessments.

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Goals of the report

The goals of the report is to improve students:

 Literacy skills

 Foster critical and creative thinking

 Implement differentiation

 Implement numeracy strategies in English

List of recommendations

As this unit of work was created in a private school for all four streamed English classes

across year 8, the recommendations made are specific and practical, in order to accommodate

to the range of student abilities at the school. The recommendations within this report will

focus on the larger transferrable concepts and skills from the general capabilities, providing

differentiation, as well as inquiry based teaching and learning, according to the (UbD)

framework. The following recommendations which are organised into four areas are:

 Implement inquiry based teaching and learning activities, collaborative learning,

imaginative re-creation activities and ICT, in order to foster critical and creative

thinking.

 Implement differentiation strategies to cater for the diverse learning needs of all

students

 Incorporate activities that focus on developing students literacy skills

 Incorporate activities that focus on developing students numeracy skills in English

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Background information to the unit being evaluated

The program William Shakespeare Comedy and Love- Twelfth Night is for stage 4, year 8 at

the school. The unit is taught in Term 2, after the Term 1 horror genre study. During my

professional experience, I taught the first 6 weeks worth of the unit and only the weeks that I

taught from the program have been modified. The program involves students engaging in a

close study of the play by analysing key ‘speeches’, in order to explore the characters, main

themes , as well as the conventions of Shakespearean drama and language techniques.

Students also watch the film adaptation She’s the Man to view the film techniques, make

comparisons between the two texts and to make connections to our world. I found the unit of

work limited because there was no evidence of backwards mapping and a transferrable goal.

This is due to the fact, that there was no clear focus on teaching set concepts and skills. In

addition, the activities did not build on each other and this therefore did not effectively lead

students to the exam. Subsequently, there was no inquiry based teaching and learning to

encourage students to actively learn by asking questions and obtaining knowledge on their

own. I also found that the differentiation in the unit of work was limited and the activities did

not accommodate to the diverse range of student abilities in the four streamed classes. In

addition, the fact that students were assessed on the unit of work by completing an exam with

short answer questions further limited their learning experience.

The unit of work has therefore been modified according to the (UbD) framework for it to be

cohesive, to have one focus, as well as to provide differentiation, in order to accommodate to

the learning needs of a diverse range of students and their abilities. Inquiry based teaching

and learning strategies and a focus on the general capabilities has been utilised in the program

to engage and enhance students learning. Admittedly, the exam has been adjusted to a take

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home assessment to provide all students with the opportunity to display their understanding

and transfer their learning based on the main concepts and skills taught.

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 Area of Strengths of the area Concerns of the area of
consideration of consideration consideration
Literacy has been Although, literacy has been
incorporated in the incorporated into the unit it is
program by students limited. Students are not
Literacy reading the text, provided with specific
viewing films, as well comprehension and analysis
as interpreting and questions, as well as overall
analysing information verbal and visual literacy based
and the main ideas in activities. This limits the
the text. students from being able to
analyse texts in-depth.
Students are also not provided
with the opportunity to express
their opinion and point of view.
Furthermore, there are limited
activities based on students
composing texts through
speaking, writing and creating
their own elements. This limits
their ability to transfer their
learning.
Suggested Changes to counteract
concerns
Comprehending the text by
answering comprehension and
analysis questions through online
quizzes and written responses, as
well as activities which include
verbal and visual literacy through
analysis and class discussions will
counteract the concerns.
The addition of students writing
monologues, reflections, creating
digital videos and other forms of
multimodal presentations will
counteract the concern.
Research support for the changes
suggested.
Literacy is an integral part of
students’ development across all
subjects, especially English. It
enables students to interpret,
critically analyse and use language
confidently through reading,
listening, viewing, speaking and
writing for learning. It also enables
students to communicate and
participate effectively in society
(ACARA, 2013; NESA, 2012).
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 Numeracy is not Unit of work has neglected to
evident in the employ any numeracy strategies
program. and adjustments are therefore
Numeracy needed.
This limits the students from
being able to interpret
information, recognise patterns
and relationships and overall
think in a multidimensional way.
Critical and creative Although, critical and creative
thinking has been thinking has been implemented
Critical and
incorporated in the into the program it is limited.
Creative
program by students There are barely any activities
Thinking
creating a monologue, based on students gaining their
illustrating a poster, own knowledge and developing
and by making their own skills, by conducting
connections to the research, providing their own
text and our world. analysis and critiques to the
class, as well as imaginative
tasks.
Activities to be included in the
unit includes KWL charts,
mapping the concepts of the unit
and ideas of the text, creating
Venn
diagrams and synthesising
information in table formats.
The addition of inquiry based
teaching and learning activities
and collaborative learning to
foster critical thinking, such as
student centred activities based
on answering key inquiry
questions, conducting research in
groups, analysis tasks, critiquing
texts and discussions.
The addition of ICT and
Incorporating numeracy
capabilities into English allows
students to interpret, analyse,
create texts, sort information into
categories and examine
relationships in and between
various texts (Bennison, Geiger,
Goos, Dole & Forgasz, 2013).
This enables students to obtain a
deeper understanding and to
make more “effective visual
choices in their own texts”
(ACARA, 2013).
Duran and Dokme (2016) imply
that inquiry based learning and
students collaboratively together
fosters critical thinking.
Brown (2004) suggests that the
strategies allow students to think
critically as it enables them to
become active creators of
knowledge and to obtain
authentic and meaningful
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imaginative re-creation tasks to
promote creative thinking
through student centred
activities, such as role playing
scenes from the text, writing a
text in a different form or creating
monologues based on the
characters point of views, as well
as creating multimodal
presentations, digital posters and
videos.
experiences.
Blaskovic and Mandusic (2015)
propose that inquiry based
learning and collaboration allows
students to strengthen their
knowledge and evaluate other
ideas.
Saywer, Watson and Adams
(1989) cited in Adams (2010)
propose that imaginative re-
creation provides students with
the opportunity to think creatively
by considering the text from
different angles or by adopting a
creative role in relation to the
text, in order to re-create for
themselves an experience.
ICT is an effective tool that can
foster creative thinking in
students, as they can use different
sources of information and
different forms of presenting to
create digital presentations
(Wheeler, Waite & Bromfield,
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UbD framework is not UbD has not been utilised, as
evident in the there is no evidence of
program. backwards mapping and a
Understandin transferrable goal that draws on
g by Design a major concept. This is due to
the fact that are no specific
skills that are taught to the
students throughout the
program that are meaningful
and transferable. Activities also
do not build on each other to
lead students to the exam.
Assessing students by getting
them to complete an exam
weighing 30% needs to be
modified, in order to assess
students on the concepts and
skills they have learnt rather
than being tested on what they
have been taught.
Focus on analysing key scenes
with character speeches
(monologues, asides and
soliloquies) and on monologue
writing and performing will
ensure students are taught major
concepts and skills.
Modifying the exam to a take
home assessment based on
students writing and performing a
monologue will provide students
with the opportunity to transfer
their learning and demonstrate
what they have learnt from the
unit.
2002)
Backward mapping is essential in
planning a unit of work, as it
enables teachers to priorities the
learning and reach students to a
learning goal, where they can
demonstrate what they have
learnt and transfer it (McTighe
and Wiggins, 2012). Subsequently,
designing an assessment task
based on the goal and
implementing appropriate
activities to cover the content will
enable students to achieve the
outcomes of the unit.
(McTighe and Wiggins, 2012).
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Recommendations

The Shakespeare Comedy and Love- Twelfth Night unit outline is designed for year 8 English

mixed ability students across four classes at Malek Fahd Islamic School. It is important to

note before providing the recommendations to the English faculty that there was no concept

map designed for the unit, and an assessment task that provides students with the opportunity

to transfer their learning. It is vital to further note that the original unit of work is incomplete,

as there is no specific concepts and skills taught, as well as the fact that the general

capabilities, inquiry based learning and differentiation is non-existent or limited. The

following recommendations align with the UbD framework and are highly advisable. The

recommendations include differentiation, general capabilities, specifically critical and

creative thinking through inquiry based learning, collaboration, ICT and imaginative re-

creation tasks, as well as literacy and numeracy. The recommendations will address the

concerns, increase student engagement and achievement, and provide students with the

opportunity to transfer their learning.

Differentiation

In the original unit outline, the activities and strategies are significantly limited in

differentiating the learning for students with various abilities, and in incorporating tasks that

draw on students learning styles through multiple intelligences. This is a concern, as the unit

is designed for the four streamed class, yet it does not cater for the diverse learning needs of

the students in the grade. Differentiation is a “promising and productive way” for teachers to

create an inclusive environment and make important transferrable learning goals accessible to

all students (Doubet, & Hockett, 2015, p. 2). One of the essential aspects of the (UbD)
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framework and Universal Design for learning (UDL) is using evidence-based practices for

learning experiences and instruction to differentiate the learning and ensure that it is

meaningful and transferrable for all students (McTighe & Wiggins, 2012; Loreman, 2011).

This has been implemented in the revised unit outline by providing students with choices, as

it allows them to benefit from their strengths, boosts their engagement and enables them to

meet their individual learning needs (Parker, Novac & Bartel , 2017, p.37). For example, in

the revised unit outline, students are provided with choices on how they want to present

information for a research task, analysis tasks or their understanding of the text by using ICT,

or creating a visual or written text type. Admittedly, the assessment has been adjusted to a

take home assessment rather than an exam, which provides students with several choices to

choose from to create their monologue. The revised unit also includes teacher modelling and

scaffolding, such as examples, scaffold worksheets and checklists. According to Vygotsky’s

Zone of Proximal Development, it is essential to aid students and to gradually develop them

to complete tasks independently and effectively (Wass & Golding, 2014).

In addition, the unit further incorporates visual prompts, such as images, YouTube videos and

films as supplement texts to aid students with lower reading abilities or visual learners.

Extension activities for high ability students, as well as collaborative learning has been

implemented in the revised unit of work, in order to ensure the inclusion of all students and

their abilities, and as way to enhance their learning. According to research, incorporating

cooperative learning within a range of activities is valuable in promoting classroom social

interaction and is an effective tool for differentiating instruction (Ismail & Allaq, 2019).

Therefore, differentiation needs be implemented in the unit of work, in order to address the

concern and for all students to be engaged, and provided with the opportunity to transfer their

learning and achieve in the subject area.

General Capabilities

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Critical and Creative thinking

The original unit outline substantially lacks critical and creative thinking, as most of the

activities are teacher-centred and the program is taught in a superficial way. This is a

concern, as critical and creative thinking is essential in developing students analytical and

evaluative skills and understandings in the Australian Curriculum of English (ACARA,

2013). It is important to note that the capability involves students thinking broadly and deeply

using skills, reason, logic, imagination and innovation across all subjects and beyond school

(ACARA, 2013). One of the crucial aspects of the UbD framework is teaching students for

understanding based on larger transferrable concepts, such as critical and creative thinking, in

order for the learning to be meaningful and beneficial for students (McTighe & Wiggins,

2012). Inquiry-based teaching and learning and collaborative learning has been incorporated

in the program to foster students critical thinking skills (Duran & Dokme, 2016). Inquiry-

based learning involves students posing questions, conducting research, presenting their

knowledge, discussing and reflecting on their learning; whereas collaborative learning

involves students working together. Brown (2004) notes that the strategies allows students to

be “active creators of knowledge; to see each other as authorities; and to validate their

experiences”, as well as themselves (p. 44). It is also important to note that the approaches

promote the development of critical thinking by students consolidating their knowledge,

clarifying ideas, and evaluating other ideas through discussion (Blaskovic & Mandusic,

2015).

Inquiry-based learning and collaborative learning has been implemented in the revised unit

of work through more student-centred activities, flipped classroom approach and research

tasks. For example, students are required to work in groups to research key inquiry questions

based on context of the unit and the text, and present their findings with the class. Activities

further include students answering key inquiry questions to make connections between the

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text and our world, as well as critical reflections where students reflect on the process of their

learning. Boas (2019) notes the significance of the approach, as she proposes that key

concepts and texts become important drivers for inquiry learning in English, as it allows

students to develop their critical thinking skills by gaining a deep understanding and being

“able to transfer it into future projects” (p. 43).

Moreover, imaginative re-creation has been implemented in the revised unit of work to foster

creative thinking. Imaginative re-creation provides students with the opportunity to think

creatively by considering the text from different angles or by adopting a creative role in

relation to the work of fiction, “in order to imaginatively re-create for themselves the

experience” of the text (Saywer, Watson & Adams 1989, as cited in Adams, 2010, p. 53-54).

For example, in the revised unit outline, students are provided with the opportunity to role

play scenes from the text, rewrite a speech from the text in a different form, and write

monologues from the point of view of the characters. In addition, ICT has been integrated in

the unit of work as a tool to promote creative thinking. According to research, ICT is an

effective tool that can foster creativity in students, as once students become proficient in

using technology they are able to choose different sources of information and different forms

of presenting for projects (Wheeler, Waite & Bromfield, 2002). This has been implemented

in the revised unit of work, as students are provided with opportunities to film their

monologue, create PowerPoints, digital posters and videos.

Another example of incorporating critical and creative thinking is the revised assessment, as

it has been adjusted to align with the UbD framework, in order to assess students on the

transferrable skills they have learnt in the unit. For example, students transfer their learning

by writing a monologue from the point of view of one the characters based on a situation and

perform it by filming themselves on video. In the UbD framework, one of the six facets of

understanding for assessment purposes is displaying empathy by perceiving sensitively and

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walking in someone else’s shoes, as well as perspective by recognising different point of

views (McTighe & Wiggins, 2012). Therefore, without a doubt creative and critical thinking

needs to be implemented in the unit outline, in order to address the concern and to increase

student engagement, achievement and to provide them with the opportunity to transfer their

learning.

Literacy

Literacy has been incorporated into the unit due to the nature of the subject, however

improvements can be made, as the subject has a direct role in the development of

empowering students and developing their literacy skills (ACARA, 2013). In relation to the

UbD framework, larger transferrable concepts, such as literacy is worth students

understanding, as it allows them to transfer their learning across all subjects (McTighe &

Wiggins, 2012).The literacy activities in the original unit outline are limited, as they are only

based on reading set texts and viewing films. More effective strategies for incorporating

literacy is demonstrated in the revised unit outline, which includes monologue writing,

reflections, using ICT, such as Kahoot quizzes and educational programs to answer

comprehension questions. Admittedly, other activities include verbal and visual literacy

through analysis and discussions, as well as using knowledge from text structures to deliver

multimodal presentations (ACARA, 2013).

Numeracy

Furthermore, the original unit of work has neglected to employ any numeracy strategies that

focus on developing students numeracy skills. This is a concern as numeracy is one of the

essential capabilities of the Australian curriculum, and is a larger transferable concept that

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students will be able to benefit from in all curriculum areas (ACARA, 2013; McTighe &

Wiggins, 2012). According to research, numeracy learning can only be effective if it takes

place in multiple contexts and beyond the mathematical classroom (Bennison, Geiger, Goos,

Dole & Forgasz, 2013). Students can use their numeracy skills in English by interpreting,

analysing, creating texts, sorting information into categories and by examining relationships

between texts (ACARA, 2013; Bennison et al., 2013). This has been implemented in the

revised unit, as strategies include creating Venn diagrams, KWL charts, synthesising

information in table formats and mapping concepts.

Conclusion

In conclusion, it is highly advisable that the English faculty of Malek Fahd Islamic school

consider the recommendations in relation to the UbD framework for the stage 4, year 8

program Shakespeare Comedy and Love –Twelfth Night, in order to address the concerns.

Implementing the recommendations of differentiation strategies will ensure that the learning

is accessible to all students and that they will be able to transfer their skills. Admittedly,

incorporating the general capabilities of critical and creative thinking through inquiry based

teaching and learning, collaborative learning, imaginative re-creation and ICT, as well as the

capabilities of literacy and numeracy, will increase student engagement, achievement; and

provide them with the opportunity transfer their understanding and skills in their own

learning.

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 Reconstructed Unit
SCOPE AND SEQUENCE – Year 8.
English 2020- 200 Hours
CONTENT OUTCOME
TERM 1
EN4-1A
Genre – Horror/gothic EN4-2A
Tales of Terror-Short Stories in the Gothic Horror Tradition EN4-3B
(Weeks 1-7) EN4-4B
- A selection of short stories by Edgar Allan Poe EN4-5C
- Graphic Novel: The Cask Of Amontillado EN4-6C
EN4-7D
Types of texts: Fiction, print texts, visual texts, media, multi-media and
digital texts

Gothic Drama: Frankenstein by Phillip Pullman

(Weeks 8-11)

Types of texts: Drama, print texts, visual texts, media, multi-media and
digital texts
TERM 2 EN4-1A
Shakespearean Drama: Twelfth Night EN4-2A
(Weeks 1-6) EN4-3B
- Students will conduct a study of selected scenes from EN4-5C
Shakespeare’s Twelfth Night (No Fear version) EN4-6C
Film: She’s The Man EN4-7D
(Weeks 7-10) EN4-8D
- Students will view the film adaptation and compare with the EN4-9E
drama Twelfth Night

Types of texts: Drama, print texts, visual texts, Film, media, multimedia
and digital texts
Term 3
Fiction (Science Fiction focus): EN4-1A
Close study of text: The Maze Runner by James Dashner EN4-3B
OR The Giver by Lois Lowry EN4-5C
Film: The Maze Runner Film/The Giver EN4-6C
(Weeks 1-10) EN4-7D
EN4-9E
Types of Texts: Fiction, Film, print texts, visual texts, media,
multimedia and digital texts
TERM 4
Non-Fiction: Autobiographical Life Stories Beyond Australia EN4-1A
(Weeks 1-8) EN4-2A
- Mao’s Last Dancer: Young Readers Edition by Li Cunxin, OR EN4-3B
- Chinese Cinderella by Adeline Yen Mah EN4-5C
- Students will conduct a study based on children overcoming EN4-7D
adversity. EN4-8D
- Film: Mao’s Last Dancer

Text Types: non-fiction, spoken texts, print texts, visual texts, Film,
media, multimedia and digital texts

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 Reflect
Explore Explore Film Twelfth Night/
Adaption Film
Monologue script She’s the Man
writing Filming techniques

Explore creatively Performance Point of view

Characters
DRAMA Imagination
Genre Themes
Identified
Monologue
by Emotion
Soliloquy
Inner thoughts
Asides Explore Comedy Conventions
and feelings
Mistaken love
Comedy Shakespeare
Features
Light-hearted tone
Explore
Play The Elizabethan
Young love Overcoming
identify era
Stock
Example (examine text) obstacles Characters
Plot Twists /Happy
endings
Dramatic
Context
Conventions and Twelfth Night
Identity Shakespeare
techniques
Includes Stage Includes and his life
directions
Literary devices

Dialogue Dramatic Irony Metaphor/

Personification
Plot/ sub-plot simile
Imagery
Symbolism/allusion/
pun 18
 Year 8 English 2020
Task 2: Assessment Task Notification & Cover Sheet

Year: Stage 4 year 8 Task 2: Visual Presentation

based on Twelfth Night

Weighting: 20% Mark: /20

(15% performance, 5% written
reflection)
Date due: Term 2, June 2020 Mode: Speaking/Representing

OUTCOMES BEING ASSESSED

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and
arguments to respond to and compose texts

Assignment details and rationale

In class we have been analysing the play Twelfth Night by William Shakespeare with a focus on monologue
writing. We have analysed specific monologues and key scenes in the play by examining the conventions of
Shakespearean drama, language and dramatic techniques, as well as the main themes to assist you in your
own development of writing a monologue. We also focused on how to write a monologue by learning the
correct structure and language features of the text type. By conducting a critical analysis of the monologues
in Twelfth Night and by writing and acting out your own monologues in class, you have developed a range
of skills based on performing, script writing and how to effectively use language and dramatic techniques.

Task Description
The assessment has TWO components- a 2 minute monologue and a written reflection. You are to write
your monologue in the format of a script and perform it. Present your performance as a recording on a USB
in an mp4 format or .avi format. You will need to hand in the script for your monologue, video
performance on a USB and your written reflection on the day. Your teacher will save your video to a
hard drive so make sure you name your video file.

Part One: Monologue

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For your monologue you have to imagine that you are one of the main characters from Twelfth Night. You
have to deliver a 2 minute monologue from that characters point of view. The purpose is to reveal the inner
thoughts and emotions of the character and explore ONE of the themes present in the text.

Anything past the 2 minute mark will not be assessed. Minimum 1:30.

You are to choose ONE of the options listed below from the play Twelfth Night as a starting point for your
monologue. You are to imagine what the character would say afterwards:

Choose one of the following characters/scenes:

 Orsino – after he says “Give me thy hand, And let me see thee in thy woman’s weeds” on page 230.

 Cesario – after he says “How can this be?” on page 214.

 Malvolio – after his appearance on page 202.

 Andrew –after he exits on page 164.

 Olivia – after her appearance on page 154.

Choose one of the following themes to explore in your monologue:

 Love and desire
 Gender
 Class and society
 Lies and Deceit

Your monologue must include:

 The correct structure including: setting, stage directions, actor directions, character name and
dialogue.
 Inner thoughts and emotions of the character.
 Explore a theme: (love and desire, gender, class and society or lies and deceit)

 Explore the conflict (within themselves/others) and a resolution to that particular conflict.

 Use facial expressions and body language to reinforce the different emotions. Use verbal dramatic
techniques like emotive language, gestures, tone of voice, stress certain words and special effects.
Become the character- wear a costume, use props. You should also use lighting, camera angles etc.,
to help you create an effective monologue.
 Do NOT use Shakespearean words, write and perform your monologue in everyday English.

Part Two: Reflection

You need to write a 150-200 word reflection on the process of your video making based on:

20
  What you learnt from the assessment
- I used to…but now I…
- Two important things I will remember about what I have learnt because of this task…
 What you were happy/impressed or disappointed about with your assignment
- I’m happy with the fact…
- I’m disappointed that I…
- If I could do something again differently, I would…
- One thing I will remember to do in the future is…

NOTE: The video, transcript and reflection are counted as a whole assessment. If you don’t have one
it is penalised as a whole (i.e. no half marks). It is your responsibility to make sure your video works
on the school computer. Find the time to test your video at school.

Submission details

 Submit your assignment on the due date

 IF YOU ARE ABSENT on the day of the assessment task, you must provide a note explaining
your absence for every day that you were away. This note needs to be handed in to your
English teacher during your first English lesson back after your absence. The note needs to
include a daytime contact phone number for the person who wrote the note. Failure to do this
may result in you being awarded zero for this task.
 Students found cheating/plagiarising will be penalised.
 All three components (the script, video and reflection) must be submitted

----------------------------------------------------------------------------------------------------------------
----------------------------

Student submission confirmation

Please sign and hand in to your English teacher.

----- ----------------------------------- ----- ---- ----- --------

- - - --- ----- ---

I, __________________________________________ (your name) of ________ (class)

understand that it is my responsibility to make sure my video works on the school computer
and that I need to hand it in on time. Videos that don’t work, will not be marked. All parts of
the assessment must be handed in (the script, video and the reflection.
Signed: ______________________________________

Date:_____________________

21
 Marking Criteria Year 8 Monologue Assessment

Detailed Criteria Marks

The presentation demonstrates an extensive understanding of the chosen character/scene and theme.
Effectively incorporates creativity and imagination in composing a highly engaging presentation
using the monologue structure and features.
Effectively applies dramatic techniques to their performance – natural gestures and movement 17-20
(including facial expressions), varies tone of voice and pace for impact.
Effectively uses special effects, camera angles, lighting, props, costuming and setting to convey
meaning.
Effectively reflects on the process of video making assessment with insight.
The presentation demonstrates a thorough understanding of the chosen character/scene and theme.
Thoroughly incorporates creativity and imagination in composing a thoroughly engaging
presentation using the monologue structure and features. 14-16
Thoroughly applies dramatic techniques to their performance – mostly natural gestures and
movement (including facial expressions), varies tone of voice and pace.
Thoroughly uses special effects, camera angles, lighting, props, costuming and setting to convey
meaning.
Thoroughly reflects on the process of video making assessment with detail.
The presentation demonstrates a sound understanding of the chosen character/scene and theme.
Soundly incorporates creativity and imagination in composing an engaging presentation using the
monologue structure and features.
Soundly applies dramatic techniques to their performance – some natural gestures and movement 10-13
(including facial expressions), attempts to vary tone of voice and pace. May need prompting to
perform.
Soundly uses special effects, camera angles, lighting, props, costuming and setting to convey
meaning.
Soundly reflects on the process of video making and reflects.
The presentation demonstrates a limited understanding of the chosen character/scene and theme.
Demonstrates limited creativity/imagination in composing a visual information video using some of
the monologue features.
Attempts to use dramatic techniques to their performance in a limited way – attempts natural 5-9
gestures and movement (including facial expressions), tone of voice and pace is
monotone/unvarying. Needs constant prompting to perform.
Uses special effects, camera angles, lighting, props, costuming, setting in a limited way.
Reflects on the process of video making in a limited way.
The presentation is elementary in exploring the chosen character/scene and theme.
Demonstrates elementary creativity/imagination in composing a visual information video by
attempting to use the monologue structure and features.
Attempts to use dramatic techniques to their performance in an elementary way – attempts natural 1-4
gestures and movement (including facial expressions), tone of voice and pace is
monotone/unvarying. Student is not able to perform without script.

22
Uses special effects, camera angles, lighting, props, costuming, setting in an elementary way.
Reflection on the process of video making is attempted in an elementary way.
Non- attempt, non – serious attempt 0

Assessment task scaffold

Steps for your assignment:

Step 1: Choose one of the characters, scenes, and a theme that you are going to explore in
your monologue.
Step 2: Write the monologue in a script format. Time it to make sure it is at least 1 minute
and 30 seconds or a maximum of 2 minutes.
Step 3: Memorize your script.
Step 4: Perform your monologue on video. Time it to make sure it is at least 1 minute and
30 seconds or a maximum of 2 minutes.
Step 5: Write your reflection. Make sure it does exceed the word limit of 200 words.
Step 6: Submit your written script, reflection and a video of your monologue on the due
date.

Checklist for your monologue:

 I have written my monologue in first person narration (for example, I used ‘I, my,
me’)
 I have included a description of the context of my scene (what has been happening
in the scene before my character’s monologue) at the beginning of my monologue
script.
 I have included a description of the setting in which my monologue takes place
(where it happens)
 I have demonstrated that I know my chosen character and scene
 I have included a theme (love and desire, gender, lies and deceit, class and
society)
 I have followed the right monologue structure by starting with an engaging
beginning then introducing a conflict or dilemma (internal or between
characters) and then, by the end, I have pretty much resolved this dilemma.
 I have included monologue features because I have written about the thoughts and
feelings of my character and used emotive language.
 I have added stage directions in brackets and italics.
 I have used dramatic techniques in my performance – natural gestures and
movement, including facial expressions, varied tone of voice and pace, used
pauses and stressed certain words
 I have used special effects, such as camera angles, lighting, props, costuming
and setting in my video performance.

23
Redesigned unit outline using UbD
UNIT OUTLINE
Subject English Stage: 4 Number of Weeks: 6
Unit title: William
Shakespeare- Comedy and
Love: Twelfth Night
English contextual concepts/ Big Ideas The importance of this learning
 Point of view In this unit, students will explore and analyse the play Twelfth Night by examining key scenes, as well as
 Genre specific love speeches to obtain a deep understanding of the characters personalities and how they view love.
Students will analyse the key scenes and speeches by identifying and noting the effect of the dramatic
 Connotation, imagery and symbol conventions, as well as literacy and dramatic techniques. Students will further consider the main themes and
 Character unravelling events in the text and how they are reflected in current society. Students will therefore gain a
 Theme deep understanding of the text and will develop their literacy skills, as well as their critical and creative
 Dramatic conventions thinking skills by reading, comprehending, analysing, performing, filming and making connections to the real
 Dramatic techniques world. Subsequently, students will further develop their skills by applying what they learnt in their own work.
 Literary techniques
 Film terminology
 Shakespearean language

Unit context within Scope and Sequence
Previous to this unit, students studied the horror
Genre by engaging in a selection of short stories and
the graphic novel The Cask of Amontillado by
Edgar Allan Poe, as well as Phillip Pullam’s
Frankenstein. This acts as a leeway into this unit, as
students developed their critical and creative writing
skills by analysing the texts, learning how to use
techniques in their own writing and by writing their
Targeted Syllabus Outcomes (including life skills outcomes)
English K-10
EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure
EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and
composing texts in different media and technologies
EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes,
audiences and contexts

24
own narratives. In this term, students engage in a
close study of Shakespeare’s Twelfth Night to
further develop their critical and creative writing
skills and their understanding of Shakespeare’s great
works. Students will then watch the 1996 version of
the film Twelfth Night and the film adaptation She’s
the Man to gain a deeper understanding on the
themes and characters, as well as how to use
dramatic conventions, techniques and film
techniques.
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and
arguments to respond to and compose texts
EN4-6C identifies and explains connections between and among texts
EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their
relationships within it
EN4-8D identifies, considers and appreciates cultural expression in texts
EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning

Text requirements: Drama

Mode: Print texts, Spoken texts

Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment

 Use personal (Critical and Creative Assessment as learning
 Comprehension of  Create maps, tables devices and devices thinking)  Informal: Informal: diary
the texts by and charts in available at the Critical thinking writing based on characters/
reading, listening relation to the texts school to research  Students answer themes and events in the play
and viewing. for understanding the context key inquiry This should also include
Students respond  Create diagrams, in  Use ICT to access questions in student self-assessment, peer
to questions, form relation to the marking and teacher
order to recognise educational
feedback.
their own patterns, websites (e.g. context and text.
interpretations and relationships and Education Perfect)  Students are
analyse make comparisons to deepen encouraged to  Think/Pair Share
 Use knowledge between the texts. understanding on make connections  Peer feedback
from the structure  Consider the textual to our world by  Polishing written
and features of the estimating and concepts, dramatic noting how the responses (proofread,
texts to calculating for conventions, themes in the play edit)
comprehend and timing techniques, as well are still relevant in  Reflection tasks

25
 compose texts performances as literacy based current society
activities).  Analyse and
 Compose texts  Use ICT to critique
through speaking, compose written monologues
writing and creating texts and
presentations performance based Creative thinking
 Evaluate the impact presentations  Create creative
of different visual online pieces (written and
choices in the performance)
composition of based on the
images, including concepts and skills
the movement of taught.
camera and light to
understand the (Personal and social
meaning and to capability)
transfer into own  Consider how
learning language is central
to personal and
social identity by
exploring the
characters in the
text
 Develop
communication
skills and self-
expression by
performing scenes
 Collaboratively
working in teams
Assessment of learning
 Formal: Exam- short
answer/comprehension
questions and a
narrative based on
Term 1 and 2 (30%)
 Assessment task:
Composition of texts
Assessment for learning
 Informal: process writing in
the form of a series of
editorials based on the
events/ characters/ themes in
the play (*)
 Class discussions
 Observations
 Written responses and
book work
 ICT activities
 Monologue script
writing and performing
26
 Reconstructed unit outline
Key for modifications made to the unit outline according to the UbD framework:
1. Literacy
2. Numeracy
3. Differentiation
4. Creative thinking/ Critical thinking (through inquiry based learning, imaginative recreation and collaboration)
5. Backwards mapping
 NOTE: Anything in this font originates from the unit outline
 Note: Removal of tasks are crossed out

Syllabus content Teaching activities/learning sequence Differentiation/adjustments/ Sign &

Students learn about/learn to extension date

27
Week 1
KWL chart
Stage 4 – Outcome 1
 Recognise that vocabulary
choices contribute to the
specificity, abstraction and
style of texts
 Recongise, reflect on,
interpret, and explain the
connections between their
own experiences and the
world in texts
Introduction
 Teacher will introduce the unit. Teacher to outline learning intentions and
explain the focus of the unit.
 Students are to construct a KWL table in their books with three columns.
‘What I know’, ‘What I would like to know’, ‘What I have learnt’. Students Teacher to project images,
only fill in the first two columns. Students are encouraged to fill in as much quotes and key words in relation
detail as they can about drama, Shakespeare, the Elizabethan era and his work. to the unit to provide every
(numeracy) student with the chance to write
something down.
 Students work in groups on their personal devices to define important
terminology for the unit, such as: point of view, genre, connotation,
imagery and symbol, character, theme, dramatic conventions , dramatic
techniques , literary techniques film terminology and Shakespearean Teacher provides a digital
language (contextual concepts/big ideas in the unit) glossary for students with
 Teacher will map out concepts of the unit: together as a class, students are learning needs.
to build a concept map on the board.

Building Contextual Knowledge:

Accessing prior knowledge of students based on Shakespeare and the Elizabethan
era.
Suggested Activity:
Class discussion: Ask students what they know about Shakespeare and get them to share their
responses with the class.

Teacher designed task aimed at building contextual knowledge in the following areas:
The Elizabethan era: religion, the chain of being, the role of women

28
 The Globe theatre
Who is Shakespeare and why are his works still relevant today?
Shakespearean comedy and romantic comedy conventions
Suggested Activities:
Jigsaw activity – To be divided up into the four categories above and each class
group to research and present on their specific category
EXTENSION: ICT web quest to be created by teachers involved in this unit to be
completed by students

 Collaborative learning: group PowerPoint presentation:

Students are to be divided into groups of four to research and answer the
following inquiry questions, which are focused on contextual knowledge.
This is then to be presented to the class.
Questions:
Who is Shakespeare and why are his works still relevant today?
What is the Globe theatre and why is it still important today?
What was the Elizabethan era like during Shakespeare’s time?
- What were the roles of women at the time? Students can create a
- How did people view religion? PowerPoint, written or digital
Stage 4 – outcome 3 - What was the chain of being and how did it influence peoples lives? poster or a worksheet with facts
How were Shakespearean comedies influenced by the Elizabethan era? and supporting images.
 Describe and analyse the
purpose, audience and
context of texts
Teacher to provide students with
YouTube video: a scaffold worksheet of the
questions and with additional
Re-Cap: Shakespeare and His Time points for students with learning
Students watch and discuss the video about Shakespeare and the Elizabethan needs if necessary
era. Teacher asks students questions to stimulate discussion.
29
 Teacher to support groups with
the research and constructing
INTRODUCING THE TEXT the PowerPoint, poster or
worksheet with supporting
PowerPoint:
images.

Before reading the text the teacher presents a PowerPoint to introduce and recap: Teacher provides students with a
 Conventions of Shakespearean romantic comedy: Overcoming Obstacles, Young worksheet of the context in dot
Love, Mistaken Identity, Plot Twists, Stock, Characters and Happy Endings. points to recap and support
 Dramatic techniques: Soliloquy, monologue, aside, stage directions, sub-plot and students with learning needs:
dramatic irony.
 Literary terms: Metaphors, similes, personification, Imagery, symbolism, Allusion,
Pun.
 Common Shakespearean phrases that people use in current society

Printed scaffold:
Teacher focuses on monologue writing and performing: Students are to be provided with
 Teacher teaches students the structure and features of a monologue, as well as how to guided notes from the
perform one by showing students YouTube examples from Shakespearean plays and PowerPoint to ensure they have
modern films: the notes, and so that they can:
Stage 4 - Outcome 3
E.g. Romeo and Juliet, The Merchant of Venice, The Hunger Games and Avengers - fill in the blanks from the
 Engage with the language Age of Ultron. words missing
and structures of texts in - answer the quiz
meaningful, contextualized Think, pair and share: questions based on what
and authentic ways they have learnt.
Students watch, discuss and critique the monologues by rating them in a table format and
noting what was good about them or not good and why. Students draw the table in their books - Checklist for monologue
and share their responses with the class. writing and performing
 Teacher provides a video and a script example of Elizabeth’s monologue from - Examples of monologues
Pirates of the Caribbean 3. After watching the video, the teacher directs students
to answer questions based on the monologue structure, features, as well as what In the PowerPoint, teachers are
it reveals about the character’s personality and views. to provide video examples of the
https://www.youtube.com/watch?v=eSCDMR0c-AQ dramatic conventions and
images next to the meaning of
each literacy device to support

30

Stage 4 - Outcome 6
 Categorise texts by content,
composer and genre
considering language
forms, features and
structures of texts
 Explain the similarities and
difference between texts
created for different
purposes or audiences
visual learners/students with
learning needs.
 Students are to create on their personal devices a Glossary of common
Shakespearean words and phrases,
Based on the techniques covered in the PowerPoint:
Students are to create a poster focused on an allocated literary device with a definition and
examples (pair/ group) and present it to the class. These can then be displayed around the
classroom as decoration and a constant reminder.
Printed scaffold:
SHAKESPEARE UNIT ON EDUCATION PERFECT Teacher provides a scaffolding
Computer labs should be organised regularly and students should complete the Shakespeare worksheet and guidance to assist
units on Education Perfect. Once logged in teacher should direct students complete the students who need extra support
appropriate activities. to critique the monologues
Suggested Activities:
Students, individually or in groups, can research each of these conventions and find Printed Scaffold:
examples of them in other texts, in particular film and literature.
Teacher provides students a
2. Specific details of the play are to be addressed to ensure students have a reasonable worksheet of Elizabeth’s
understanding of what characters are involved and the basic plot. this should include: monologue script and questions.
After students have shared their
Access prior knowledge of students through an informal class discussion based on
Twelfth Night's plot. responses with the class, teacher
goes through the answers.
Prior to beginning the play, students should have a general understanding of the main
events
Teacher provides students a digital
Students should gain an understanding of the origin of the play. Suggested Activities: glossary of common Shakespearean
This could be an informal class discussion or conducted as a research task phrases and words.
Students should be provided with a glossary for common Shakespearean terms. Extension:
(Suggested resource: http://www.shakespearehigh.com/classroom/guide/page3.shtml
Students can write a description
Provide students with a glossary for literary/dramatic devices. This should include
31
but is not limited to: using the Shakespearean phrases
AND/OR words.
Stage directions
Imagery
Personification
Metaphor
Simile
Soliloquy
Monologue
Symbolism
Suggested Activities:

Advanced students may also learn about dramatic irony, pathetic fallacy, anthropomorphism,
allusion and types of imagery. Students may present their knowledge in the form of a group
composed video tutorial for the class.
CHARACTER ANALYSIS AND DEVELOPMENT
A scene by scene reading log is to be kept regarding each character and their development
through the play.

Focus particular on the main characters: Malvolio, Viola, Olivia, Duke Orsino and Sebastian.
This log should include features like:
Background
Character traits
Development
Important quotes
A visual representation
INTRODUCING THE TEXT BEFORE READING Teacher to project images,

32
  Class discussion/brainstorming on the board based on Twelfth Night to assess
names of characters and the
students prior knowledge. events to provide all students
with the opportunity to
Research task:
contribute to the discussion.
Students are to research in groups the point of the play, the main plot, sub-plot, the name of
the characters and provide a description for each one, and the main themes in Twelfth Night
based on questions provided. Students are to present their findings to the class.

READING TWELFTH NIGHT NO FEAR VERSION (Modern English translation

available) Printed scaffold
Allow for differentiation by selecting key scenes for different classes to analyse; higher ability Teacher provides a scaffold
classes have the option of analysing all the text and lower ability students will focus on a worksheet with questions and
number of key scenes and the graphic novel to consolidate student understanding points to assist students with
All classes must examine the themes and language techniques in at least three (3) of the
learning needs.
following scenes:
Teacher provides a worksheet
Act 1 scene 2 Act 1 scene 4 (must be studied by each class) Act 1 scene 5 Act 2
scene 5 Act 3 scene 4 Act 4 scene 3 Act 5 scene 1
based on the main plot, sub-plot,
characters and themes after
A focus should be also on the following 'Love Speeches'. a specific focus on the imagery, students have conducted their
symbolism and passion that they possess:
research if necessary
Act 1 scene 1- Orsino Act 2 Scene 2- Viola Act 3 Scene 1- Olivia
In the study of each act and scene teachers should focus on the following themes:
Gender, Love, desire, Lies and Deceit Class and society
SUGGESTED ACTIVITIES
Noting chronological sequence of events in the play.
Reenacting specific scenes of the play, students can preferably do this in character with
costume and props if available to further enhance their understanding though empathy
CHARACTER ANALYSIS AND DEVELOPMENT
A scene by scene reading log is to be kept regarding each character and their development
through the play. Focus particular on the main characters: Malvolio, Viola, Olivia, Duke
Orsino and Sebastian.

33
 This log should include features like: Background, Character traits, Development, Important
quotes, and a visual representation

READING THE TEXT

Scenes that are not analysed in class are still to be read during class time or at home with
relevant comprehension and analysis questions.

ANALYSING KEY SPEECHES (Monologues, Asides and Soloiques). Teacher provides a hard copy of
Students are to analyse how the speech reveals the characters personality and views the class brainstorm or ensures
about love by examining their inner thoughts and feelings (through the structure and that it is digitally accessible for
features of the speech- dramatic conventions, techniques, and literary devices). Students students with learning needs
are to explore the key themes in the speeches that discuss how they reflect the society.
ACT 1, SCENE 1
 Teacher reads, discusses and annotates with the students ACT 1, Scene 1 by asking
questions. Students then answer comprehension and analysis questions.
Week 2
ACT 1, SCENE 1 (Analysing Duke Orsino’s monologue) Teacher provides students with
learning needs a digital copy
based on the plot, sub-plot,
PowerPoint/guided notes:
characters and themes if
 Teacher models how to analyse the monologue by analysing with the class each necessary.
Stage 4 – outcome 3 line in Shakespearean language. Students contribute to the analysis by answering
questions based on what and how it reveals the character’s personality and views
After students have completed
 Describe and analyse the about love (focus on inner thoughts and feelings).
purpose, audience and  Students then discuss what key theme it explores and how it reflects society. their research, the teacher
context of texts projects the answers and goes
through it as a class.
ACT 1, Scene 5 (Analysing Viola’s aside)
 Students read and annotate as a class scene 5. Students fill in the blanks of a

34
 summary sheet and answer analysis questions.
 Teacher models how to analyse the aside. Students answer questions based on
what Viola’s aside reveals about her personality and views about love (inner
thoughts and feelings) and how.
 Students then identify the themes the scene and Viola’s aside reflects and how it
is reflected in society.
 Students are to discuss how it would be different and impact other characters if
it was a monologue.

 Students complete a Kahoot quiz after reading ACT 1 based on what has been
covered so far: Dramatic conventions, techniques, as well as on the text.
ACT 2, Scene 2 (Analysing Viola’s Soliloquy)
 Students in groups analyse Viola’s soliloquy line by line in Shakespearean
language. Students analyse the soliloquy by answering questions based on what
it reveals about the characters personality and views (inner thoughts and
feelings) and how.
- Students discuss the key themes it explores.

Monologue writing and performing (In groups)

 Teacher recaps monologue writing (structure of the script and features)
 Students are to imagine that they are Duke Orsino and they heard Viola’s
personal speech. Students are to write a 1 minute monologue script from his
perspective (about their inner thoughts and feelings) to respond back to Viola.
 Students are to proofread, edit, refine and polish their monologue. Students are
to then type it on their personal devices, time it to ensure it is 1 minute and
rehearse.
 Students are to then perform their monologue in groups to receive feedback
from their peers and teacher.
Refection writing
 Teacher teaches students how to write a reflection. Students are to then write a
150-200 reflection about the process of creating their monologue. Students can

35
 refer to:
What they learnt from the process, what they achieved or succeeded in and what they Students are to be
could have done better. provided with the
modern English
 Twelfth Night 1996 film (supplement text) -Students watch up to where they have translation of the text, in
finished reading to support them in understanding the text. Students are to discuss
and answer questions based on the dramatic conventions and the characters order for all students to
 Students are to further discuss the following inquiry question: What do the understand and
characters in the text so far reveal about our society? contribute to the class
 Ven Diagram: Students draw and fill in a Venn Diagram to compare the
play and film and discuss their findings with the class.
analysis.

Act 3, scene 1 (Analysing Olivia’s monologue) Teacher only provides students

with learning needs a printed or
 Students read, discuss and annotate the scene as a class. Students then write a digital copy of the annotations
Stage 4 - Outcome 3 summary in their books. made for Act 1.
 Engage with the language  Students individually analyse Olivia’s monologue by answering questions based
on what the monologue reveals about her personality and views (inner thoughts and
and structures of texts in
feelings) and how. Students then discuss their analysis with the class and the key
meaningful, contextualized themes the monologue reflects. Scaffold:
and authentic ways Teacher projects a PowerPoint
Think-Pair- Share:
on the board and students are to
Students compare the 4 speeches (monologues , soliloquy and asides) that they have studied be provided with the same
 Understand how rhetorical so far from Twelfth Night by rating them in a table format. Students are to note what each
guided notes:
devices are used to speech reveals about the characters personality and their views (inner thoughts and feelings).
persuade and how different Students will then share their responses with the class. - of each line from Duke
layers of meaning are Orsino’s monologue in
ACT 4, SCENE 3 Shakespearean language,
developed through the use
of metaphor, irony and  Students are provided with the option to analyse Sebastian’s soliloquy OR Olivia’s questions, as well as
parody monologue in groups. Students are to present their analysis based on what the speech points about his
reveals about the characters personality and their views (inner thoughts and feelings) personality and themes,
and how by creating a PowerPoint or Prezi presentation.
which students have to
Stage 4 -Outcome 5 choose from.
 critically analyse the ways Monologue writing and performing (Individual) Scaffold:
experience, knowledge,

36
 values, and perspectives
can be represented through
characters, situations and
concerns in texts and how
these affect responses to
texts
Stage 4 - Outcome 3
 Engage with the language
and structures of texts in
meaningful, contextualized
and authentic ways
 Understand how rhetorical
devices are used to
persuade and how different
layers of meaning are
developed through the use
of metaphor, irony and
parody
Stage 4 -Outcome 5
 critically analyse the ways
experience, knowledge,
values, and perspectives
can be represented through
characters, situations and
concerns in texts and how
these affect responses to
texts
Week 3
Teacher projects a PowerPoint
 Students are to imagine that they are Sebastian and have just arrived in Illyria.
Students are directed to write a one-minute monologue detailing their thoughts on the board and provides
and feelings about the situation they find themselves in. Students can choose students with the same guided
from the following options: notes of key quotes from ACT 5
- Olivia wanting to marry him, his fight with Sir Andrew or everyone acting like they and questions for students to
know him. answer.
 Students are to edit, refine and polish their monologue. Teacher projects quotes from
 Students are to then time their monologue to ensure it is one-minute.
Viola’s aside, analysis questions,
 Students will then read and memorize their monologue.
 Teacher then shows students how to use MP4 to film their monologue. Students
as well as questions based on
are film their monologue. her personality and the themes.
 Students are to share their monologue with their peers and the teacher to
receive feedback.
 Reflection: students are to write a 150-200 reflection based on the process of
creating their video. Students can note what they learnt from the task, what
they were happy or disappointed about AND/OR what they could have done
better. Students are to share their reflection with one of their peers and the
teacher for feedback
 Twelfth Night 1996 film Adaption: Students finish watching the film as a Extension:
supplement text and complete the Venn Diagram to note Students rewrite Viola’s aside in
comparisons between the texts. the form of a monologue script.
VIEWING THE FILM: SHE'S THE MAN (Modern Adaptation)
Prior to viewing: Introduce students to the analysis of film Suggested activities:
 Teacher to present a PPT on shot types and camera angles, camera movement,
lighting, sound effects (diegetic, non-diegetic), foley artist, film editing, continuity, Before completing the quiz,
product placement students watch and listen to
 Read through student notes on shot types and camera angles. Students to highlight YouTube course hero videos
and annotate important points and summarise in their workbooks. Teacher to clarify based on each scene in ACT 1 to
the meaning of new, difficult or unusual words, e.g. mise-en-scene.
 Watch the trailer to show students the nature of the film and the modern implications
ensure all students understand
the text.
37

Stage 4- outcome 1
 Explore and appreciate the
aesthetic qualities in their
Students are to discuss the following Inquiry question:
own and other texts and the
How are the themes explored in the original play and the modern film adaptation
power of language to
relevant to todays society?
communicate information,
ideas, feelings and
viewpoints
Stage 4- outcome 3
 Use interaction skills for
identified purposes, using
voice and language
conventions to suit
different situations,
selecting vocabulary,
modulating, voice and
using elements such as
music, images and sound
for special effects.
Stage 4- Outcome 9
 Discuss and explain the
processes of responding
and composing, identifying
the personal pleasures and
difficulties experienced
 Reflect on and assess their
own and others' learning
against specific criteria,
using reflection strategies,
eg learning logs, blogs and
discussions with teachers
that occur when setting a Shakespearean play in the 21st century.
 1st viewing of the film: Students watch the film and complete a Venn diagram to Scaffold:
note the similarities and differences between the play and the modern film
adaption. Teacher projects a Prezi
Presentation on the board and
provides students with the same
guided notes which includes:
 Students are provided with the notification for the assessment task. Teachers goes - Every line of Viola’s
through the notification in detail, along with the criteria and scaffolds provided. soliloquy, along with
questions and the main
themes which students
have to select from, for
students to conduct their
analysis.
Teacher models an example to
the students. Students are to be
provided with a scaffold for the
monologue script and a checklist
to support all students, especially
students with learning needs.
Script is to include: context, a
setting description, dialogue
stage directions and literacy
devices.
Extension: students are to
imagine they are Olivia and they
heard Viola’s personal speech.
Students are to write a 1 minute
monologue script from her
perspective back to Viola.
38
 and peers
Week 4
Stage 4 – outcome 8
 Identify and explain
cultural expressions in
texts, including those about
gender, ethnicity, religion,
youth, age, sexuality,
disability and social class
Stage 4 - Outcome 3
 Engage with the language
and structures of texts in
meaningful, contextualized
and authentic ways
 Understand how rhetorical
devices are used to
persuade and how different
layers of meaning are
developed through the use
of metaphor, irony and
parody
Teacher models an example of a
reflection to the students.
Students are to be provided with
a scaffold for the reflection.
Teacher projects the Venn
Diagram on the board for
students to draw in their books or
provides the diagram to students
with additional learning needs if
needed
Teacher provides students with
options:
Students can illustrate an image
to represent what has happened
in scene 1 in their books or online
on their digital devices.
Scaffold:
Teacher projects a PowerPoint
and provides students with
guided notes from the
PowerPoint of Olivia’s monologue
with analysis questions, for
students to interpret the meaning
of each line and answer the
39
Stage 4 -Outcome 5
 Critically analyse the ways
experience, knowledge,
values, and perspectives
can be represented through
characters, situations and
concerns in texts and how
these affect responses to
texts
Week 5
Stage 4- outcome 1
 Explore and appreciate the
aesthetic qualities in their own
and other texts and the power of
language to communicate
information, ideas, feelings and
viewpoints
Stage 4- outcome 3
 Use interaction skills for
identified purposes, using voice
and language conventions to suit
different situations, selecting
vocabulary, modulating voice and
using elements such as music,
images and sound for special
effects.
Stage 4- Outcome 9
 Discuss and explain the
processes of responding
questions.
Teacher provides a table worksheet to
learners with additional learning
needs if necessary
Options for presenting the
analysis:
Students can create a digital poster,
video, or a worksheet with images to
support their analysis.
Scaffold:
Teacher models an example to the
students, provides a scaffold for
the monologue script and a
checklist
Teacher provides a step by step
guide on how to create the video
for all students, especially
students with learning needs
Teacher provides only a scaffold
for the reflection if necessary (as
students received one from the
previous monologue writing task)
40
 and composing, identifying
the personal pleasures and
difficulties experienced Film terminology:
 Reflect on and assess their
own and others' learning Teacher provides students with
against specific criteria, worksheets of key terms and film
using reflection strategies, techniques
eg learning logs, blogs and
discussions with teachers
and peers

WEEK 6
Stage 4 – outcome 6
 Explain the similarities and
differences in meaning and
language between texts
created for different
purposes or audiences
 Understand and explain the Teacher provides a sheet of the
ways in which use of detail, diagram to students if necessary
perspective and choice of
vocabulary connect texts

 Compare the text structures

and language features of
multimodal texts,
explaining how they
combine to influence
audiences
 Investigate how visual and
multimodal texts allude to
or draw on other texts or
images to enhance and

41
 layer meaning

Stage 4- outcome 1
 Recognise, reflect on,
interpret and explain the
connections between their
own experiences and the
world in texts
Stage 4 - Outcome 9
 Understand the demands of
a task and the outcomes
and criteria for planned
assessment

42
References
References
Australian Curriculum and Reporting Authority (ACARA). (2013). General capabilities in

the Australian curriculum. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities.

Was, R., & Golding, C. (2014) Sharpening a tool for teaching: the zone of proximal

development, Teaching in Higher Education, 19:6, 671-684.

Geiger, V., Goos, M., Dole, S., Forgasz, H., & Bennison, A. (2013). Exploring the Demands

and Opportunities for Numeracy in the Australian Curriculum: English.

Mathematics Education Research Group of Australasia.

https://srhe.tandfonline.com/doi/abs/10.1080/13562517.2014.901958#.Xp_anG5uI2w

Boas, Erika. (2019). The artful use of inquiry based learning in the English classroom.

English in Aotearoa, (98), 43-50.

Wheeler, S., Waite, S. J., & Bromfield, C. (2002). Promoting creative thinking through the

use of ICT. Journal of Computer Assisted Learning, 18(3), 367-378.

Doubet, K. J., & Hockett, J. A. (2015). Differentiation in middle and high school : Strategies

to engage all learners. Association for Supervision & Curriculum Development.

https://ebookcentral.proquest.co

43
Parker, F., Novak, J., & Bartell, T. (2017). To engage students, give them meaningful choices

in the classroom. Phi Delta Kappan, 99(2), 37-41.

https://doi-org.ezproxy.uws.edu.au/10.1177/0031721717734188

Van de Pol, J., & Elbers, E. (2013). Scaffolding student learning: A micro-analysis of

teacher–student interaction. Learning, Culture and Social Interaction, 2(1), 32-41.

https://doi.org/10.1016/j.lcsi.2012.12.001

Gannon, S., Howie, M., Sawyer, W. (Eds). (2009). Charged with meaning: Reviewing

English 3rd edition (pp. 19-31). Australia, Phoenix Education Pty Ltd.

Ismail, S. A. A., & Al Allaq, K. (2019). The nature of cooperative learning and differentiated

instruction practices in English classes. SAGE Open, 9(2), 1-17.

Brown, H. (2004). Walking into the unknown: Inquiry-based learning transforms the English

classroom. The English Journal, 94(2), 43-48.

Loreman, T. (2011). Inclusive education: Supporting diversity in the classroom. Crows Nest:

New South Wales Australia, Allen & Unwin.

44
NSW Education Standards Authority (2012). NSW syllabus for the Australian curriculum:

English K-10 syllabus. Retrieved from:

http://syllabus.nesa.nsw.edu.au/english/english-k10/content-and-outcomes/

McTighe, J. & Wiggins, G. (2012). Understanding by design framework. Retrieved from

https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

NSW Education Standards Authority (2019). Learning across the curriculum. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-

year-10/english-k-10/learning-across-the-curriculum

Mandušić, D., & Blašković, L. (2015). The impact of collaborative learning to critically

thinking. Trakia Journal of Sciences, 13(1), 426-428.

Duran, M., & Dökme, İ. (2016). The effect of the inquiry-based learning approach on

student’s critical-thinking skills. Eurasia Journal of Mathematics, Science &

Technology Education, 12(12), 2887-2908.

45
Appendices of original documents

YEAR 8 2019
ENGLISH
Assessment Notification
Mode: Half Yearly Exam Weighting:
Reading and Writing 30%

Notification Date: Exam Date: Time:

Term 2, Week 5 Term 2, Week 7 1 hour 30 minutes (5 mins
Tuesday, 25th of May 2019 Tuesday, 16th of June 2019 reading time included)
Periods 3&4

OUTCOMES BEING ASSESSED

EN4-1A: Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression
and pleasure.
EN4-3B: Uses and describes language forms, features and structures of texts appropriate to a range of purposes,
audiences and contexts.
EN4-4B: makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

TASK RUBRIC
You will be undertaking an examination which will consist of the following sections:

 Section 1- Tales of Terror. You will need to write a gothic/horror short story. You will
write a short story based on a creative writing prompt. You will need to have an
understanding of the gothic/horror genre.
 Section 2- Twelfth Night. Short answer questions on the unit. You need to re-read the
play and revise characterisation, themes and plot. You will need to revise drama
conventions and techniques. She’s the Man – Short answer questions. You will need to be
able to identify cinematic techniques based on the film.

TASK DESCRIPTION
The examination will be for 1 hour 30 minutes. 5 mins reading time included.

INSTRUCTIONS

46
 Responses must be completed in blue or black pen ONLY. Black is preferred
 IF YOU ARE ABSENT on the day of the assessment task, you must provide a note
explaining your absence for every day that you were away. This note needs to be
handed in to your English teacher during your first English lesson
back after your absence. The note needs to include a daytime
contact phone number for the person who wrote the note. Failure
to do this may result in you being awarded zero for this task. Your
English teacher will give you an opportunity to complete the task in
class when you return to school. See the policy available online on
the MFIS website and the English Faculty Student Handbook for
details.
 Students found talking/cheating during the assessment will be
penalised.

CONTENT OUTCOME

47
TERM 1
Genre – Horror/gothic EN4-1A
Tales of Terror-Short Stories in the Gothic Horror Tradition EN4-2A
(Weeks 1-7) EN4-3B
- A selection of short stories by Edgar Allan Poe EN4-4B
- Graphic Novel: The Cask Of Amontillado EN4-5C
EN4-6C
Types of texts: Fiction, print texts, visual texts, media, multi-media and EN4-7D
digital texts

Gothic Drama: Frankenstein by Phillip Pullman

(Weeks 8-11)

Types of texts: Drama, print texts, visual texts, media, multi-media and
digital texts
TERM 2 EN4-1A
Shakespearean Drama: Twelfth Night EN4-2A
(Weeks 1-6) EN4-3B
- Students will conduct a study of selected scenes from EN4-5C
Shakespeare’s Twelfth Night (No Fear version) EN4-6C
Film: She’s The Man EN4-7D
(Weeks 7-10) EN4-8D
- Students will view the film adaptation and compare with the EN4-9E
drama Twelfth Night

Types of texts: Drama, print texts, visual texts, Film, media, multimedia
and digital texts
Term 3
Fiction (Science Fiction focus): EN4-1A
Close study of text: The Maze Runner by James Dashner OR The EN4-3B
Giver by Lois Lowry EN4-5C
Film: The Maze Runner Film/The Giver EN4-6C
(Weeks 1-10) EN4-7D
EN4-9E
Types of Texts: Fiction, Film, print texts, visual texts, media,
multimedia and digital texts
TERM 4
Non-Fiction: Autobiographical Life Stories Beyond Australia EN4-1A
(Weeks 1-8) EN4-2A
- Mao’s Last Dancer: Young Readers Edition by Li Cunxin, OR EN4-3B
Chinese Cinderella by Adeline Yen Mah EN4-5C
- Students will conduct a study based on children overcoming EN4-7D
adversity. EN4-8D
- Film: Mao’s Last Dancer

Text Types: non-fiction, spoken texts, print texts, visual texts, Film,
media, multimedia and digital texts

48
 William Shakespeare - Comedy and Love: Twelfth Night | Stage 4 | English 2020

Summary Duration
Term 1: 11 weeks (7 Weeks
Twelfth Night and 4 weeks She’s
SCOPE & SEQUENCE SUMMARY:
the Man)
Opportunities are provided for exploration of:
Detail: 5 lessons per week, 5 hours
 Fiction (at least two works required in Stage 4) per week
 Poetry: a variety drawn from different anthologies and/or study of one or two poets
 Film (at least two works needed in Stage 4)
 Nonfiction (at least two works required in Stage 4)
 Drama (at least two works required in Stage 4)
 Spoken texts
 Print texts
 Visual texts
 Media, multimedia & digital texts

Opportunities are provided for experiences of:

 Texts which are widely regarded as quality literature
 A widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia
 A wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books
 Texts written about intercultural experiences
 Texts that provide insights about peoples and cultures of Asia
 Everyday and workplace texts
 A wide range of cultural, social and gender perspectives, popular and youth cultures
 Texts that include aspects of environment and social sustainability
 Nonfiction, picture books, graphic novels
 An appropriate range of digital texts, including film, media and multimedia

Unit overview
Comedy and love: Twelfth Night, engages students in a close study of Twelfth Night by William Shakespeare and the film She's Comedy and Love: Twelfth Night

49
the Man Directed by Andy Fickman. Students will be encouraged to deeply consider the themes conveyed in the text and also
analyse the unravelling of events in this comedy. Furthermore, students will engage in the film study with a particular focus on
film techniques and similarities between the film and the play.

50
Outcomes Assessment overview
This unit of work integrates the following types of MANDATORY
English K-10
formal (whole-grade) and informal (class) assessment.
EN4-1A responds to and composes texts for understanding,
interpretation, critical analysis, imaginative expression Informal tasks may be integrated into the program at the teacher’s discretion.
and pleasure Teachers should teach the text-type marked with an asterix explicitly. All other text-types need to
EN4-2A effectively uses a widening range of processes, be recapped.
skills, strategies and knowledge for responding to and
composing texts in different media and technologies
ASSESSMENT FOR LEARNING
EN4-3B uses and describes language forms, features and
structures of texts appropriate to a range of purposes,
audiences and contexts Enables teachers to use Informal: process writing in
information about students’ the form of a series of editorials
EN4-5C thinks imaginatively, creatively, interpretively knowledge, understanding and based on the events/ characters/
and critically about information, ideas and skills to inform their teaching themes in the play (*)
arguments to respond to and compose texts
Teachers provide feedback to
EN4-6C identifies and explains connections between and students about their learning and
among texts how to improve
EN4-7D demonstrates understanding of how texts can
express aspects of their broadening world and their ASSESSMENT AS LEARNING:
relationships within it

51
EN4-8D identifies, considers and appreciates cultural
expression in texts
EN4-9E uses, reflects on and assesses their individual and
collaborative skills for learning
 Students use self-assessment and
 Involves students in the learning Informal: Informal: diary writing based on
process where they monitor their characters/ themes and events in the play This
own progress, ask questions and should also include student self-assessment,
peer marking and teacher feedback.
practice skills
teacher feedback to reflect on their
learning, consolidate their
understanding and work towards
learning goals

ASSESSMENT OF LEARNING:

 Assists teachers to use evidence of  Formal: Exam- short answer and

student learning to assess student comprehension questions. To make up
achievement against learning goals 10% of the assessment which is in total
and standards worth 30% when combined with term
two (30%)

52
Content
Stage 4 – Outcome 1
 Recognise that vocabulary
choices contribute to the
specificity, abstraction and style
of texts
 Recongise, reflect on, interpret,
and explain the connections
between their own experiences
and the world in texts
Stage 4 – outcome 3
 Describe and analyse the
purpose, audience and context of
texts
Stage 4- outcome 6
Teaching, learning and assessment Resources
Building Contextual Knowledge:
Shakespeare introductory
video:
Accessing prior knowledge of students based on
Shakespeare and the Elizabethan era. https://www.youtube.com/watch?
v=15_EYMWH_eg
Suggested Activity:
Class discussion: Class discussion: Ask students what they know
about Shakespeare and get them to share their responses with the
class
Worksheet: "How to read
Teacher designed task aimed at building contextual knowledge in Shakespeare"
the following areas:
Worksheet: "The Elizabethan
The Elizabethan era: religion, the chain of being, the role of
women
Age"
The Globe theatre
Worksheet: "introductory
Shakespeare - The Globe Theatre"
Who is Shakespeare? worksheet: "Who was
Shakespearean comedy and romantic comedy conventions Shakespeare? Comprehension
questions"
Introductory Shakespeare
worksheet
TED talk - "Shakespeare is
everywhere"
INTRODUCING THE TEXT Throughout teaching of the play,
teachers are to refer to "Twelfth Night
53
Content
 Categorise texts by content, composer
and genre considering language forms,
features and structures of texts
 Explain the similarities and difference
between texts created for different
purposes or audiences
Stage 4 - Outcome 3
 Engage with the language and
structures of texts in meaningful,
contextualized and authentic way
Stage 4 - Outcome 6
 Categorise texts by content, composer
and genre considering language forms,
features and structures of texts
 Explain the similarities and difference
between texts created for different
purposes or audiences
Teaching, learning and assessment Resources
Lit Chart" which will be located on the
file on the staff computer.
1.Before reading the text there should be a distinct focus on the
recognition and acknowledgement of the conventions of a Power point presentation on
Shakespearean romantic comedy. in particular: romantic comedy conventions –
presentation is present on English file
Overcoming Obstacles on staffroom computer and is titled
Young Love “Romantic Comedy Conventions”
Mistaken Identity
Plot Twists
Stock Characters
Happy Endings
2. Specific details of the play are to be addressed to ensure students
have a reasonable understanding of what characters are involved and
the basic plot. this should include:
Access prior knowledge of students through an informal
class discussion based on Twelfth Night's plot.
Prior to beginning the play, students should have a general
understanding of the main events
Students should be provided with a glossary for common
Shakespearean terms. (Suggested resource:
http://www.shakespearehigh.com/classroom/guide/page3.shtml
Provide students with a glossary for literary/dramatic
devices. This should include but is not limited to:
Stage directions
Imagery
Personification
54
Content
Stage 4 – outcome 3
 Describe and analyse the purpose,
audience and context of texts
Teaching, learning and assessment Resources
Metaphor
Simile
Soliloquy Twelfth Night plot summary and
Monologue introductory videos:
Symbolism https://www.youtube.com/watc
h?v=e3O4yJwuJes
Suggested Activities:
https://www.youtube.com/watc
Students can create a poster focused on an allocated literary h?v=T5jaqniU1WI
device with a definition and examples (pair/ group) and present it to
the class. These can then be displayed around the classroom as
decoration and a constant reminder
Online Shakespeare glossary:
Extension: http://www.shakespearehigh.com/classr
Students can research common Shakespearean phrases and words and oom/guide/page3.shtml
create their own glossary.
Advanced students may also learn about dramatic irony, pathetic
fallacy, anthropomorphism, allusion and types of imagery. Students
may present their knowledge in the form of a group composed video
tutorial for the class.
READING TWELFTH NIGHT
Allow for differentiation by selecting key scenes for different classes
to analyse; higher ability classes have the option of analysing all the
text and lower ability students will focus on a number of key scenes
and the graphic novel to consolidate student understanding
55
Content Teaching, learning and assessment Resources

All classes must examine the themes and language techniques in at

least three (3) of the following scenes:
Stage 4 - Outcome 3
Act 1 scene 2
 Engage with the language and Act 1 scene 4 (must be studied by each class)
structures of texts in meaningful,
contextualized and authentic ways Act 1 scene 5
Act 2 scene 5
Act 3 scene 4
 Understand how rhetorical devices are
used to persuade and how different Act 4 scene 3
layers of meaning are developed Act 5 scene 1
through the use of metaphor, irony
A focus should be also on the following 'Love Speeches'. a specific
and parody focus on the imagery, symbolism and passion that they possess:
Act 1 scene 1- Orsino
Stage 4 -Outcome 5 Act 2 Scene 2- Viola
 critically analyse the ways experience, Act 3 Scene 1- Olivia
knowledge, values, and perspectives In the study of each act and scene teachers should focus on the
can be represented through characters, following themes:
situations and concerns in texts and
Gender
how these affect responses to texts
Love and desire
Lies and Deceit
Class and society Worksheet: "Important People
and Places in Shakespeare's Twelfth
Stage 4 - Outcome 3 SUGGESTED ACTIVITIES Night" - General worksheet to be
 Engage with the language and Noting chronological sequence of events in the play. completed after completion of the first
Act
structures of texts in meaningful,
Reenacting specific scenes of the play, students can
contextualized and authentic ways preferably do this in character with costume and props if available to

56
Content
 Understand how rhetorical devices are
used to persuade and how different
layers of meaning are developed
through the use of metaphor, irony
and parody
Stage 4 -Outcome 5
 critically analyse the ways experience,
knowledge, values, and perspectives
can be represented through characters,
situations and concerns in texts and
how these affect responses to texts
Stage 4- outcome 1
 Explore and appreciate the aesthetic
qualities in their own and other texts
and the power of language to
communicate information, ideas,
feelings and viewpoints
Stage 4 – outcome 8
 Identify and explain cultural
expressions in texts, including those
about gender, ethnicity, religion,
youth, age, sexuality, disability and
social class
Teaching, learning and assessment Resources
further enhance their understanding though empathy
CHARACTER ANALYSIS AND DEVELOPMENT Worksheet: "Twelfth Night
A scene by scene reading log is to be kept regarding each character Character Profiles" - General profiles on
and their development through the play. Duke Orsino, Sebastian, Olivia and
Viola/Cesario. This is to be filled out
throughout the reading of the play and
in particular at the end of each act as the
Focus particular on the main characters: Malvolio, Viola, Olivia,
characters develop and the play
Duke Orsino and Sebastian.
proceeds
This log should include features like:
Shakespeare Education perfect
Background unit:
https://www.educationperfect.com/contr
Character traits olpanel/#/content/browse/search///1190
Development 736?base=english&target=english-
literature&term=shakespeare
Important quotes
A visual representation
SHAKESPEARE UNIT ON EDUCATION PERFECT
Computer labs should be organised regularly and students should
complete the Shakespeare units on Education Perfect. Once logged in
teacher should direct students to the following link to find the
appropriate activities:
https://www.educationperfect.com/controlpanel/#/content/browse/sea
rch///1190736?base=english&target=english-
literature&term=shakespeare
57
Content
Stage 4 – outcome 6
 Explain the similarities and
differences in meaning and language
between texts created for different
purposes or audiences
 Understand and explain the ways in
which use of detail, perspective and
choice of vocabulary connect texts
Teaching, learning and assessment Resources
Watching a film adaptation of Shakespeare's Twelfth Night. This can
be done throughout the reading of the text or as a whole at the
conclusion of reading ultimately depending on the diligence and
productivity of the individual class. this will help to tie in the reading
of the text with an actual imagination of how the play should flow.
Key aspects to highlight:
Tone of dialogue
positioning on stage
VIEWING THE FILM: SHE'S THE MAN
Prior to viewing: Introduce students to the analysis of film
Suggested activities:
Teacher to present a PPT on shot types and camera angles, camera
movement, lighting, sound effects (diegetic, non-diegetic), foley
artist, film editing, continuity, product placement Student booklet "Film
Techniques Revision"
Read through student notes on shot types and camera angles.
Students to highlight and annotate important points and summarise in PPT "shot types and camera
their workbooks. Teacher to clarify the meaning of new, difficult or angles" – located on Twelfth Night file
unusual words, e.g. mise-en-scene. on staff room computer
Watch the trailer to show students the nature of the film and the
modern implications that occur when setting a Shakespearean play in Study of the film itself prior to
the 21st century. comparison and analysis with the play.
Focus on characters: Viola, Duke,
Olivia and other characters who play
minor roles in both the play and the
58
Content
 Compare the text structures and
language features of multimodal texts,
explaining how they combine to
influence audiences
 Investigate how visual and multimodal
texts allude to or draw on other texts
or images to enhance and layer
meaning
Stage 4- outcome 1
 Recognise, reflect on, interpret and
explain the connections between their
own experiences and the world in
texts
Stage 4 - Outcome 9
 Understand the demands of a task and
the outcomes and criteria for planned
assessment
Teaching, learning and assessment Resources
film.
COMPARISON OF TEXTS: Close look at how the aspects of film
enhance the viewing experience and
help to link characters and plot aspects
to the previously studied play.
Teachers should focus on the themes studied in the individual
study of Twelfth Night and then spend time recognising the
presence of these themes in She's the Man. Class discussion
points:
THEME 1- Gender:
Both texts exist in a patriarchal society
Throughout each version feminism develops as a theme as She's The Man Trailer:
women are portrayed as strong when dressed as men. This is more https://youtu.be/D4OhwrMidSU
prominent in the film as it is set in a sporting environment.
Strong appeal to adolescent viewers through its nature and
comedic value
THEME 2- Love and Physical Desire:
The link between the physical attraction that is portrayed yet
love conquers this. in the film Duke is attracted to Olivia but they
have nothing in common
Similarities between how the characters interact, although
different in setting and function. e.g. Duke and Viola are roommates
in the film which gives a more contemporary feel
THEME 3 - Lies and Deceit:
Comedic subplot seeing character trying to expose each
other
Viola's deception of Duke Orsino/Duke throughout each
59
Content Teaching, learning and assessment Resources
version
THEME 4- Class and Society:
Twelfth Night mocks the upper class in a satirical way,
where the film creates a satire of school culture and the gender
stereotypes associated with it
Ultimately overcoming class or social restrictions for love
SUGGESTED ACTIVITIES:
Create a comparison table for the two texts. this should
include character comparison, plot comparison, setting
comparison and outcome comparison.
Students to write a scene from Twelfth Night in modern
times, similar to the film yet more specific to their lives

60