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Professional Task – English 2B

Standard English – Year 12

Module C: The Craft of Writing
‘The Pedestrian’ by Ray Bradbury
In this module, students strengthen and extend their knowledge, skills and confidence as writers. They write for a range of authentic
audiences and purposes to convey ideas with power and increasing precision.

Students appreciate, examine and analyse at least two challenging short prescribed texts as well as texts from their own wide reading, as
models and stimulus for the development of their own ideas and written expression. They examine how writers of complex texts use
language creatively and imaginatively for a range of purposes, to describe the world around them, evoke emotion, shape a perspective or
to share a vision.

Through the study of texts drawn from enduring, quality texts of the past as well as from recognised contemporary works, students
appreciate, analyse and assess the importance and power of language. Through a considered appraisal of, and imaginative engagement
with these texts, students reflect on the complex and recursive process of writing to further develop their ability to apply their knowledge of
textual forms and features in their own sustained and cohesive compositions.

During the pre-writing stage, students generate and explore ideas through discussion and speculations. Throughout the stages of drafting
and revising, students experiment with a range of language forms and features for example imagery, rhetoric, voice, characterisation,
point of view, dialogue and tone. Students consider purpose and audience to carefully shape meaning. During the editing stages students
apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for publication.

Students have opportunities to work independently and collaboratively to reflect, refine and strengthen their own skills in producing
crafted, imaginative, discursive, persuasive and informative texts.
Assessment: Imaginative Text Context
th
When: Term 2 – Week 5: Wednesday 20 May This year 12 standard class has low levels of literacy. They need
Weighting: 20% extra writing activities to help develop their skills for the Higher
Description: Like Ray Bradbury’s ‘The Pedestrian’, create a short School Certificate (HSC). However, they do like a challenge and
story that concentrates on mood, atmosphere and character’s point like to work in groups as they engage better that way.
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Professional Task – English 2B

of view. The story must focus on how the character (or characters)
calls the world into question.
Possible focus areas you can include:
 Character beliefs
 Leadership and public duty
 Individuals or groups who feel marginalised in society
Unit overview
Outcome Teaching and learning strategies Resources
Week 1: Students get introduced to Module C: The Craft of Writing Resource 1: The Craft of
Resource 1: PowerPoint Writing Power Point – on
EN12-1  Google docs also
independently responds Activities before teacher starts the lessons: https://docs.google.com/pre
to and composes Lesson 1: Answer the question – share with a friend – share with the class = sentation/d/1yB2Kum2VnuZ
complex texts for think, pair, share JDbmXagdQZnU-
understanding,  What is your favourite book? 4Ohgvz7upKo6sRU2qp8/edi
interpretation, critical  What is the last book you read? t?usp=sharing
analysis, imaginative  Who is your favourite character? Why?
expression and pleasure  What is your favourite story line? Why? Resource 2: Rubric of
Lesson 2: time limit writing – story starter – 10 minutes limit Module C – The Craft of
 Teacher tells students the story starter: “I knew it was a bad idea to…” Writing sheet
 Students write for 10 minutes
Resource 3:
 Submit story to teacher – formative assessment
https://www.nytimes.com/20
Lesson 3: What does this image say? 19/05/02/learning/falling-
 Show students this moving image = bottles.html
https://www.nytimes.com/2019/05/02/learning/falling-bottles.html
 Ask students to write what is happening in the image
 What is the image trying to say? Resource 4:
 Write a short story based on this image https://www.matrix.edu.au/y
 You have 10 minutes to write ear-12-english-advanced-
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 Submit story to teacher – formative assessment study-guide/year-12-

module-c-craft-writing/
 Students receive copy of the rubric and read with teacher – students
highlight content and skills in two different colours
EN12-3   Students unpack the rubric more closely by access the following
analyses and uses website: https://www.matrix.edu.au/year-12-english-advanced-study-
language forms, features guide/year-12-module-c-craft-writing/ (resource 2)
and structures of texts  Students find definitions for imaginative, discursive, persuasive and
and justifies their informative texts Resource 5: Not about
appropriateness for  Students summarise the rubric into four key points/objectives – teacher writing story Power Point
purpose, audience and provides examples of the following and student copy down:
context and explains o Examine how writers use language to describe the world around
effects on meaning them, evoke emotion, shape perspective or share a vision
o Appreciate, analyse and assess the importance of power of
language
o Reflect, refine and strengthen your skills in producing a variety of
texts
o Develop your own style of writing
Resource 6: Prezi
 Students are exposed to HSC sample questions
presentation > writing
activity part only
Students attempt a writing task as a “warm up” activity (formative assessment) https://prezi.com/view/zE6rE
Linked to ‘The Pedestrian’ Ai7e0wYcoCybVFG/

Teacher to write on board:

“Imagine that upon driving into your suburb late one night, you come across a
police roadblock. They tell you that something has happened and that you
must leave your car, and walk the rest of the way home. It is not far, about a
few hundred meters, but on a night like this it is not a journey you’d like to take
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Professional Task – English 2B

alone. Describe the journey to your door.”

Ask students to focus on sensory imagery

 Put the reader in your shoes
 Write for 10 minutes

Students to send responses to teacher email – let students know it is to check

on their progress and to give feedback

Students are exposed to past HSC questions to have an idea of what is to

come
Week 2: Students receive ‘The Pedestrian’ by Ray Bradbury sheet Resource 6: Prezi
presentation > continue
EN12-3  Use YouTube video to read as a class after writing activity
analyses and uses https://prezi.com/view/zE6rE
language forms, features Close reading questions: Ai7e0wYcoCybVFG/
and structures of texts 1. What adjectives would you use to describe the atmosphere (mood)
and justifies their established in the opening paragraphs?
appropriateness for 2. List some words and phrases from the opening paragraphs that illustrate Resource 7: ‘The
purpose, audience and the mood. Pedestrian’ by Ray
context and explains 3. What does Mead’s “brightly lit” house tell us about him? What evidence Bradbury – sheet/copy for
effects on meaning in the rest of the story supports this? students
4. Bradbury describes Mead’s walks as being “…not unequal to walking
through a graveyard….” In what ways is this city like a graveyard?
5. How would you describe life in this city in the year 2053? Quote a Resource 8: ‘The
specific example of Bradbury’s use of language that enabled you to Pedestrian’ by Ray
arrive at this answer. Bradbury YouTube reading -
6. When did you realize there was no one driving the police car? Why is https://www.youtube.com/w
the identity of the voice in the car kept anonymous? In your opinion, who atch?v=KtpDc3ySSbw
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Professional Task – English 2B

is actually controlling the car?

7. Why is Mead arrested?
8. What is his punishment going to be? Why? Resource 9: Close reading
9. What is the effect of the repetition of the word empty at the end of the questions sheet
story?
(Questions based from: https://englishjohnneindorf.weebly.com/the- https://englishjohnneindorf.w
pedestrian.html) eebly.com/the-
pedestrian.html
 Go through these set of questions first – as a class discussion

Deep thinking questions:

1. What social trends does Bradbury observe and see as potential
problems for society? Resources 10: Deep
2. What potentially harmful trends do YOU observe in today’s society? thinking questions sheet
3. How might those trends affect life in 2063?
4. How do you think television, computers, smart phones and/or other
modern technological devices could be used to suppress or control
people’s thinking?
5. Does ‘The Pedestrian’ comment on features of our world of Leonard
Mead?
6. What aspects of technology today do you see as isolating people from
each other?
https://www.enotes.com/ho
Questions based from: (https://www.enotes.com/homework-help/topic/the- mework-help/topic/the-
pedestrian) pedestrian

 Compare answers with another student – do you agree with their

answer?
 Then go through questions as a class – share student answers/ideas
Week 3: *The teacher guides students in their response by explaining ‘mood’ and Resource 6: Prezi
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EN12-3  ‘atmosphere’ presentation continue

analyses and uses  Students fill out the table with terms to describe ‘mood’ and https://prezi.com/view/zE6rE
language forms, features ‘atmosphere’ Ai7e0wYcoCybVFG/
and structures of texts 
and justifies their Question: Describe how the writer creates a mood or atmosphere in this text. In
appropriateness for your response make reference to at least ONE language device or stylistic
purpose, audience and feature. (5 marks)
context and explains  Teacher guides students in their planning by completing an analysis
effects on meaning table
 Use PETAL to construct paragraph – 15 minutes to write it
 Example is provided for students to copy down afterwards if they wish

Example:
To create an atmosphere of eerie isolation, Bradbury describes the protagonist
walking through the setting in the hours before midnight. He sees “the cottages
and homes with their dark windows” and through visual imagery it is suggested Resource 11: Prezi
that the homes are empty and that he feels a sense of loneliness. Using a presentation > language
metaphor Bradbury compares it to “walking through a graveyard” to suggest techniques
the absence of the town’s inhabitants. Word choice in “dark” and “graveyard” https://prezi.com/view/roJyT
solidify this eeriness and create suspense within the responders as they 2EGqj7d8U15mU4E/
question whether the town’s population have vacated or perished. Thus,
Bradbury’s description of the narrative’s setting perpetuates an atmosphere of
eerie isolation.
Resource 12: Literary
Go through language techniques devices glossary sheet

 Give students literary devices glossary sheet

Teacher to go through show don’t tell power point

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Professional Task – English 2B

 Complete the tasks in their books or devices

 Go through the example given with class
 Power point slides to give students a step by step indication on how to Resource 13: Show don’t
construct a paragraph tell Power Point
 Once finished – show students a completed example for ‘The girl who
stood on the corner of the busy intersection and witnessed the accident
happen.’ > go through as class
 Share examples of each sentence from first slide

HSC sample question:

 Student to attempt sample question
 Talk about the questions
 Talk about what to include
 What we have done in previous lessons (what should you add?)
 Construct a paragraph
 15 minutes to write it

Submit to teacher through Google classroom:

 Students will receive feed back
Week 4: Writing exercises before lesson starts: Resource 14: Power points
All exercises must be hand written to practice for HSC exam environment with writing exercise
EN12-3  activities
analyses and uses  Lesson 1: Students to write a 6 word story – share stories
language forms, features o Can be about anything
and structures of texts o How students are feeling,
and justifies their  Lesson 2: How to get out of this one (chores)
appropriateness for o List 5 chores/tasks you hate doing
purpose, audience and o Choose 3 chores/tasks from the list and write an excuse

context and explains
effects on meaning
EN12-4  decision
adapts and applies
knowledge, skills and
understanding of
language concepts and
literary devices into new
and different contexts
EN12-2  2. Describe how the writer creates a mood or atmosphere in this text. In
uses, evaluates and
justifies processes, skills
and knowledge required
to effectively respond to
and compose texts in
different modes, media
and technologies
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Professional Task – English 2B
explaining why you can’t or haven’t completed each one > make
the excuses as original and wild as possible
o Exchange your work with another student > share excuses
 Lesson 3: 1 page story – about how you helped a stranger make a
o Choose a decision
o 15 minute time limit
Students read ‘Graduation’, by Oliver Lavers and respond to the following:
Read page 27 of the text:
1. Identify an example of a simile in the opening of the narrative. What Resource 15: ‘Graduation’
effect does it have? by Oliver Lavers sheet
your response make reference to at least ONE language device or
stylistic feature.
Read page 28:
1. There is a clear tonal shift here. Can you locate it?
2. Predict what will happen next. Write three sentences. Resource 16: ‘Graduation’
by Oliver Lavers power point
Read pages 29-30:
1. Describe how the writer creates a mood or atmosphere in this text. In
your response make reference to at least ONE language device or
stylistic feature.
2. Write a 400-word reflection from the perspective of a character other
than Luke.
3. Assess how effectively you evoked your character’s response to this
experience, making detailed reference to your use of at least one
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language technique.

Show don’t tell revision from previous lessons:

 Language techniques
 Students to revisit the glossary sheet that was given

Activity: Chocolate tasting

Students to write down how they see, smell, feel, hear and taste the chocolate
through the wrapper unwrapped and once tasted.
 Teacher provides chocolate to each student – 1 chocolate each from the
Favourites box Resource 17: Favourites
 Students fill out the sheet provided box of chocolates
Chocolate tasting – show
EN12-9  Students shown images and write a show don’t tell paragraphs. Teacher don’t tell sheet
reflects on, assesses and guides students through first image by prompting them to think about what
monitors own learning mood/atmosphere is created and suggesting suitable adjectives and phrases
and refines individual and that could be used
collaborative processes  Students to attempt individually first Resource 18: Images for
as an independent  Students to assess and reflect on their own writing > “Assess how well paragraph writing power
learner point
you have written your ‘show don’t tell piece’”
o “Have you included a mood and atmosphere?”
o “Did you forget to include something” – “What was it?”
o “What could you have done better?”
o Re-write it – “include what you have reflected on”
 Teacher to guide students for second image = "what atmosphere and
mood does this image suggest?”
 Students to submit writing to teacher for feedback
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References:

Anonymous. (n.d). The Pedestrian. Retrieved March 31, 2020, from

https://englishjohnneindorf.weebly.com/the-pedestrian.html

E notes. (2020). The pedestrian by ray Bradbury. Retrieved March 31, 2020 from

https://www.enotes.com/homework-help/topic/the-pedestrian

Appendix:

Resource 1: The Craft of Writing Power Point:

https://docs.google.com/presentation/d/1yB2Kum2VnuZJDbmXagdQZnU-4Ohgvz7upKo6sRU2qp8/edit?usp=sharing
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Professional Task – English 2B
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Professional Task – English 2B
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Professional Task – English 2B

Resource 2: Module C – The Craft of Writing sheet

DESCRIPTION

In this module, students strengthen and extend their knowledge, skills and confidence as writers. They write for a range of authentic
audiences and purposes to convey ideas with power and increasing precision.

Students appreciate, examine and analyse at least two challenging short prescribed texts as well as texts from their own wide
reading, as models and stimulus for the development of their own ideas and written expression. They examine how writers of
complex texts use language creatively and imaginatively for a range of purposes, to describe the world around them, evoke
emotion, shape a perspective or to share a vision.

Through the study of texts drawn from enduring, quality texts of the past as well as from recognised contemporary works, students
appreciate, analyse and assess the importance and power of language. Through a considered appraisal of, and imaginative
engagement with these texts, students reflect on the complex and recursive process of writing to further develop their ability to
apply their knowledge of textual forms and features in their own sustained and cohesive compositions.

During the pre-writing stage, students generate and explore ideas through discussion and speculations. Throughout the stages of
drafting and revising, students experiment with a range of language forms and features for example imagery, rhetoric, voice,
characterisation, point of view, dialogue and tone. Students consider purpose and audience to carefully shape meaning. During the
editing stages students apply the conventions of syntax, spelling, punctuation and grammar appropriately and effectively for
publication.

Students have opportunities to work independently and collaboratively to reflect, refine and strengthen their own skills in producing
crafted, imaginative, discursive, persuasive and informative texts.

Note: Students may revisit prescribed texts from other modules to enhance their experiences of quality writing.
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Professional Task – English 2B

Rationale

This unit of work is focused on Module C of the Year 12 Higher School Certificate (HSC) Standard English Syllabus. Module C is

The Craft of Writing, which allows Year 12 students to explore writing in its various forms. The main focus of this module is for

students to develop and explore their writing skills, as well as improve their reading through prescribed texts. This module also

exposes students to think imaginatively and creatively, while progressing into a masterful writer. The unit of work is designed for a

Year 12 class who have low literacy levels and need improvement in their writing. The activities that are evident within the unit of

work are to enhance student-writing performance and understand language techniques.

Teaching and learning has changed dramatically over the years. The phrase “guide on the side” is renown for replacing the term

“sage on the stage” in classrooms all over the world. This means that the classroom is based on a student-centred approach,

actively allowing students to “create, interpret, and recognize knowledge in individual ways” (Colak, 2017). English as a subject is

exactly that and it is shown within this unit of work. According to Colak (2017), a student-centred approach allows students to have

“an opportunity to openly express their ideas and questions”. This type of approach gives both student and teacher a positive and

authentic learning experience. An example of this in the unit of work is conducting class discussions and partner work about their
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Professional Task – English 2B

answers, thoughts and ideas. This is an indication that the teacher’s role is to accommodate to their student’s learning style, and to

extract the best academic performance from them (Morrison, 2014).

Week 1 and week 4 classes include activities at the start of each lesson. These activities were added in order for the teacher to

have an idea of what knowledge each student possesses. Clinchot et al. (2017), states that formative assessment “is an ongoing

process in which teachers typically engage in multiple cycles of eliciting students’ ideas, noticing the substances of students’

thinking, interpreting to make sense of students’ ideas and acting to guide and support student learning”. The specific activities that

were chosen in week 1 were to help the teacher to identify what strengths and weaknesses the students had, with creative writing.

It would be from these activities what other activities to include in future lessons and future units. The lesson 1 activity is to give the

teacher an idea if any of their students read. The teacher will know if the books they answered are books that have been read

previously for school purposes or for the students’ leisure. It also involves the think, pair, share strategy. The lesson 2 formative

activity, involves the teacher providing students a story starter. This is the first form of creative writing within the unit, and grants the

teacher what level of writing the students are. It also gives students the opportunity to construct a story of their choosing. According

to Deci and Ryan (1994), as cited in Stefanou et al. (2004), autonomy must be given to student in order for them to be determined

to complete the tasks asked by the teacher. This therefore means that students are more persistent to complete tasks and are easy

able to self-regulate learning (Stefanou et al., 2004). The final activity for week 1 helps students to write stories by using images. As

this may be a form of writing the students may not be exposed to, it gives students the idea of what can be expected for the HSC.
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Professional Task – English 2B

The choice of including the activities before the lessons in week 1 and then in week 4 is to see if there was any difference in

student learning throughout the unit.

As one of the English outcomes, students are asked to self-reflect on their work. Students who self-assess their own work are able

to strategize their learning and, in this case, improve their writing skills. By including expectations on what should be achieved,

students will be able to identify the qualities that are needed for improvement (Brookhart, 2016). By allowing students to “pause”

within the lesson to self-reflect, it will “make learning more effective and efficient” for students (Brookhart, 2016). According to

Brookhart (2016), “students who can self-assess are poise to use self-regulation strategies and to be their own best coaches as

they learn”. This was achieved in the week 4 lessons where students had to reflect on their own writing piece.

Many of the activities in this unit of work are provided with scaffolds. Lev Vygotsky, a psychologist, suggest that the zone of

proximal development is “the difference between what a learner can do without help and what he or she can do with help” (Daud,

2018). Vygotsky also identifies that a “child tends to follow the examples of an adult and progressively grows their ability to do the

specific tasks without help” (Daud, 2018). This being said, the unit of work has many examples that have been written by the

teacher prior to the lesson so that the students have a solution before the problem. Pardjono (2016) suggest that students must be

“able to recognise a solution to a particular problem before they are able to produce the steps leading to it without assistance”. The
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unit of work also provides examples of answers to HSC questions to show students what is expected when participating in the

exams.

This unit of work is focused on Module C of the English Year 12 standard syllabus. It encourages students to participate in activities

that can challenge their learning and work collaboratively with others. Formative assessments are evident within all lessons to

provide the teacher how the students are coping with the syllabus content.

Total words: 955

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References

Brookhart, S. (2016). START WITH Higher-Order Thinking. Educational Leadership, 74(2), 10-15.

Clinchot, M., Ngai, C., Huie, R., Talanquer, V., Lambertz, J., Banks, G., & Sevian, H. (2017). Better Formative Assessment.

Science Teacher, 84(3), 69-75.

Colak, E. (2017). Teachers' Experiences in a Professional Learning Community on The Constructivist Lesson Planning: A Case

Study Among Primary School Teachers. Egitim Ve Bilim-Education And Science, 42(190), 189-209.

Daud, D., Din, W., & AlSaqqaf, A. (2018). Exploring the VAW Method of Writing: Application of Scaffolding Theory in Improving

Writing Skills. The English Teacher, 47(1), 15.

Morrison, C. (2014). From ‘Sage on the Stage’ to ‘Guide on the Side’: A Good Start. International Journal for the Scholarship of

Teaching and Learning, 8(1), International Journal for the Scholarship of Teaching and Learning, 01 January 2014, Vol.8(1).

Pardjono, P. (2016). Active Learning: The Dewey, Piaget, Vygotsky, and Constructivist Theory Perspectives. Journal Ilmu
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Pendidikan, 9(3), Journal Ilmu Pendidikan, 01 February 2016, Vol.9(3).

Stefanou, C., Perencevich, K., Dicintio, M., & Turner, J. (2004). Supporting Autonomy in the Classroom: Ways Teachers Encourage

Student Decision Making and Ownership. Educational Psychologist, 39(2), 97-110.