Crafting

Texts
Unit
Writing about ‘Justice’
We will look at and discuss … You will …

The ways in which purpose, context and audience shape Experiment with vocabulary and text structures
writing

The various ways writers can present an idea Write with a clear purpose and aim

The power of language when deployed by an author to Generate, discuss and develop ideas in response to
achieve their aims writing tasks

Different language modes and their effect on structure Plan, create and draft individual writing tasks.
and meaning within written texts Collaborate on the process of writing/

The process of writing, including drafting and Reflect and share the implications of authorial choices
collaboration and feedback made in your writing
 Unit Timeline
● Weeks 8-9 T1: Introduction to Crafting Text and Analysing a speech – Formal
apology parliament address given by Australia’s Prime Minister Kevin Rudd in
2008. (speech)
● Week 1: Analysing a speech – Formal apology parliament address given by
Australia’s Prime Minister Kevin Rudd in 2008. (speech) and Introduction to the
concepts of mode, tenor and field.
● Week 2: Analysing a letter to the editor on injustice. Article: Mandatory
sentencing + Begin Crafting Texts writing tasks
● Week 3: Analysing a play: 12 Angry Men by Reginald Rose + Crafting
structures
● Week 4: Crafting Text structures + FLAPC
● Week 5: ASSESSMENT WEEK
 Assessment
● 1 draft due after each text – To respond the texts or ideas
looked at that week
● All drafts need to centre around the idea of justice.
● Collaboration, discussion and feedback are central to the
writing process, it is important to engage in these opportunities
as much as possible.
● You will choose the ideas from your mentor texts towards the
assessment, this will be done in class as well as at home.
● You will submit the assessment piece along with a reflective
commentary(FLAPC) that details the purpose, aims and
inspiration behind your final piece of writing.
● Your writing can take on any form as long as it is typed and
printed for submission via School Box.
 Why do we have mentor texts?
-We will look closely at three mentor texts that respond to the idea of ‘justice’.

-3 different forms: a letter, play and speech

-Engage with the ideas, structure and language of these texts

-Use them to inspire your own written response.

-EXAMPLE: Inspiration might exploring the same underlying themes or the

language used by the author encouraged you to apply the same technique sin
yours.
 BRAIN BREAK

What’s the highest Court System

in Australia?
 BRAIN BREAK

What’s the highest Court System

in the World?
What does
‘Justice’
mean to
10B?
 10 B's Ideas of Justice
Justice is hard to follow
Just behaviour and ruling
Making something right
Human rights
Fair and just ruling
Criminals and wrongdoers suffer the consequences of their action
BLM
All lives matter
Absence of justice means chaos
Islamic rights
Police, Court systems, legal systems
Discrimination Act
Prevention of crimes
When we write about Justice
think about:
● Explore justice in all its sub categories.
● Explore life and the meaning we make with the things that
surround us
● Telling our stories and the stories of those around us
● Explore the feelings connected with justice and the world we live
in
● What helps shape your justice system?
● What things impact your experience?
● What are the political connotations?
● What type of justice system do you imagine having in the future?
Quick Write 10 Minutes:
What does the term ‘Law and Order’ suggest is
important to the idea of justice?
Give 1 example.
3-4 sentences.
Define what law and order is.
Use 2 words from the Word bank below.
What are they suggesting is central to the concept of justice?
What are they saying about the values the underpin our understanding of justice?

Word Bank : law & order, legal system, court,

innocence, guilty, justice, requirement, holding
LI: I will understand the historical context of Colonial Australia in
relation to Indigenous history.
I will watch and read the Kevin Rudd Apology speech.
 Sorry Speech Word Bank
-Reconciliation
Throughout this lesson we will come -Colonial/Colonisation/Colonise
across words which are specifically
related to our topic. Keep an ear out
if you hear them across the
resources or within the classroom.
We will add them to Word Bank.

I’ve started with some words.

What do you know about Australia’s Colonial
history? Do you think the school system has
taught you enough? Why/ Why not?

Discuss with you A & B partner. Whoever is the oldest

will be partner A.
 10B’s Discussion Board
-stolen generation
-school doesn’t teach us enough
-discrimination
-terra nulius
-1901 federation
-enough depth around suffering and colonisation
-Mabo
-Torres Strait islander
-Captain james Cook
We need to understand our history in order to understand why
there was a sorry speech and what we need to do moving
forward in reconciliation.

Have your pens and books ready, we will be writing notes as we

listen to a clip about the history of Colonial Australia.
 The Stolen Generations
The Stolen Generations, also known as the Stolen Children were the children of
Aboriginal or Torres Strait Islander Peoples who were forcibly removed from their
families. Children of mixed descent were the main target of this policy.

This was conducted by Federal and State Government agencies and religious missions,
by law.

These forced removals first occurred during the European settlement up

until the 1970s.
 The Stolen Generations
There are many children who were taken as babies, right after birth and others who are
old enough to remember being taken from their parents.
After children were forcibly taken, they were placed in mission camps
or placed into foster care of white families. Many camps had very poor living conditions.

Many children were given little or no education and were

taught nothing of their traditional heritage. Often girls
were taught to be servants and boys were trained to be
stockmen.

Most children never saw their parents again.

 The Stolen Generation
It is not known just how many children were forcibly taken from
their families.
It is estimated by the Australian Bureau of Statistics that one in every ten, or 10% of
Aboriginal and Torres Strait Islander Peoples, over the age of 25 were forcibly removed
from their families during their childhood.
Australia-wide is it estimated to be in the tens of thousands.
 Kevin Rudd & Context of Speech
Now that we understand our colonial history, it is very important to know who
is Kevin Rudd and why after a century it was this PM that finally said ‘Sorry’.

-The successor of John Howard, a -There was public

staunch liberal conservative
leader who refused to do a sorry
speech when in parliament
instead wanted to do a
reconciliation speech as saying
sorry would imply there was
‘intergenerational trauma’
pressure to acknowledge
the countries treatment
of its First People.
-Rudd was very popular
among the public, had a
superstar campaign trail.
-At the time where social
media was getting
traction and politics was
appealing to the younger
generation.
 Why was a Formal Apology Needed?
The apology to the Aboriginal and Torres Strait
Islander Peoples was seen as an important step
towards reconciliation between Indigenous Australians
and non-Indigenous Australians.
The apology also acknowledged the government’s (and
past governments) responsibility in policies, practices and
attitudes that have discriminated
against, isolated and marginalised Indigenous
Australians.
Many governments and politicians of the past and present rejected the idea of a formalised
apology.
 Mentor Text Activity
Activity 1 Activity 2

It is now time to analyse the mentor text. Complete the questions and answer
worksheet in the booklet
Analyse the language used, the literary
techniques used (repetition), make note
of the pauses and length of sentences.

What effects do these techniques have

on such a sombre, historical speech now
ingrained into the history of Australia?

Why was the form important?

I Wonder…
Each student will receive a piece of paper, on this paper write a thought about
what you have wandered over this lesson. It will then be displayed around our
classroom.

Example:

“I wonder why so many Prime Ministers didnt want to be the person to say
sorry”

“I wonder if the speech made any impact”

“I wonder if people were against it at the time”

 Writing Prompt
Some people believe that all indigenous populations should receive apologies
from colonizers; others believe that today’s governments should not have to
apologise for the wrongs of previous generations. What is your opinion?
Integrate 3 words from word bank in your response.
forcibly removal awareness
Stolen assimilation mistreatment
Generations national impact
apology descent influence
sorry mixed descendant grief
Indigenous religious suffering
Aboriginal reconciliation respect
Torres Strait Islander acknowledge responsibility
 Text to Self Text to World

Class Average: 70% Class Average: 76.5%

Lowest: 11/20 | 55% Lowest: 16.5/30 | 55%

Highest: 18/20 | 90% Highest: 28/30 | 93%

Medium 14-18
-Structural Issues: paragraph structure, essay format, sentence structure

- Missing elements: quotes for characters, examples from world- not

general statement.

- A period of planning, 10 mins of extra writing, plus time at home to

research and review. The expectations are higher. Not enough written.

- Spelling and vocabulary is basic, repetitive and to no effect. You are

unable to coherently express the correct idea or point.

- Wrong ideas/facts. Quotes are to little effect.

High 19-25
- Spelling is a common issues among simpler and difficult words. Found
throughout your essay. Get into the habit of using a dictionary!

- 19-21: 1 element missing or not enough is mentioned. A planning period, 10 mins

of extra writing and time at home to research. There is no reason for not having
everything to a high standard.

- 22-25: In terms of structure, quotes and examples everything was there but it
wasn’t comprehensive, insightful, sustained or sophisticated throughout. There
would be elements sprinkled across the essay but not enough that your ideas
were solid.
Very High 26-30
- Although we had sophisticated understanding, insightful interpretations,
thoughtful connections and a solid grasp of the content. The style of writing,
expressiveness and vocabulary is an area of improvement.

- Effective use of class time and time management created sophisticated and
lengthy pieces. These students were easily writing 800-1000 words in the same
amount of time.

- Working on your vocabulary, having sophisticated and effective language to

pinpoint your ideas. Connectives to be used throughout to compare, contrast
and express your ideas correctly. A use of simple, compound and complex
sentences throughout the essay.
LI: to define mode, field and tenor
and identify elements of them in
a text.
● I can recall various aspects of a text

● I can define mode, tenor and field and use examples to explain
them

● I can identify how mode, tenor and field is used in a text.

 What are the different type of:
Texts Purposes Audiences Language Genres
Choices

-novels Persuade Kids Swearing Fiction

Narratives Inform Teenagers Inclusive Thriller
Non fiction Analyse Adults Informal Coming of age
Persuasive Tell stories Businesses Formal Mystery
Novellas Entertain Elderly Metaphor Fantasy
Poetry Engage Companies Simile Historical
Lyrics Manipulate Sports Foreshadowing Romance
Short story Argue Parents Repetition Trauma
Diary entry Inspire Students Alliteration Drama
Speech Advertise Teachers hyperbole Sci fi
Imaginative Emphasis bias Readers Description Dystopian
Self biography Influence Librarians Symbolism Adventure
Debates Learn Government Oxymoron Comedy
Readings Criticize International Dialogue Utopia
Poetry recitations Express Local Savagery
Draw attention Global Fantasy
Use a highlighter to underline key points
Use a pencil to add extra notes
Name 3 countries that start
with J
 BRAIN BREAK

I have a tail and a head, but no body. What

am I?
 Individually complete the
worksheet on mode, tenor and
field about Maxine Beneba
Clarke’s video.
Rewatch: Be what you can’t see: a writer's journey. Maxine
Beneba Clarke
LI: I will understand the criteria and
rubric of CAT 3

I will develop ideas and understand the

plot of around ‘12 Angry Men’
● Part A: Produce a written text in response on justice. The text should be shaped around a purpose (express,
entertain, argue, inform) and must consider the concerns and the language of the indicated audience. Your
teacher will be able to meet with you once during week 4 to discuss your plan for your creative and to provide
verbal feedback on your draft. They will not be able to make written comments on your work. Conferencing
with your teacher will also provide them with opportunities to assess the authenticity of your work. A draft plan
(provided) will also need to be sighted in order to receive ‘S’ for this task. This will be due on Week 4.

Pick one of the following tasks:

1. Choose a character, persona or speaker from ONE prescribed text that you have studied. Express the
thought processes of this character, persona or speaker by exploring a moment of tension in the text from
an alternative point of view focusing on the theme of justice.
2. Based on the ideas in Twelve Angry Men, write a short story from the perspective of one of the jurors
during the final scene of the verdict. Discuss his biases and insight about the judicial system- its strengths
and flaws. Consider the various roles played out by each juror leading to the final verdict.
3. Write a letter to someone who has been falsely accused of a crime which he/she did not commit.
4. Using the ‘Formal apology parliament address given by Australia’s Prime Minister Kevin Rudd in 2008.
(speech)’ write a speech to present during year 10 assembly on your views on justice.
● Part B: You then need to write a statement of intention (FLAPC). This is a short justification
piece (approximately 300-400 words) explaining your writing choices and how you used the
mentor texts to inspire you. You should explain:
○ The purpose and intention for writing your creative piece
○ Who your audience was and how you appealed to them with your language, structure
and content
○ How you incorporated ideas, language and structure from the mentor texts we studied in
class (or you studied in your anthology).
 Low Medium High Very High
Criteria
0-4 6 8 10

Knowledge and Limited engagement with Good engagement with Through engagement Sophisticated and
engagement with the of the idea studied, with the idea studied with with the idea studied complex engagement
idea explored. little reference to it consideration of key with consideration of key with the idea studied
throughout the piece moments, language moments, language with consideration of key
choices and themes choices and themes moments, language
discussed. discussed. choices and themes
discussed.

Development of writing Limited development of Mostly clear Considered development Sustained development
style that is consistent style by using language development of voice of voice and style by of voice and style by
with context and and literary devices, with and style by competently skillfully transforming
audience little consideration of transforming and transforming and and adapting language
context, audience and adapting language and adapting language and and literary devices to
purpose literary devices to literary devices to generate particular
generate responses, with generate particular responses, with
appropriate responses, with strong insightful consideration
consideration of context, consideration of context, of context, audience and
audience and purpose audience and purpose purpose
1.Imagine that you are a witness of an unjust act being committed. Write a letter to the editor/
Principal explaining what had happened and why you think it is unfair.

2. ‘When the whole world is silent, even one voice becomes powerful.’ Write a short story where
your character stands up for what he/she believes is the right thing to do.

3. Imagine you are invited to present a speech to victims of injustice. Write a transcript of your
speech.

4. When we are children, we are (usually) at the mercy of our elders’ judgment. For most people
that means that we have unpleasant memories of having been treated unfairly. Even the best
parents and teachers throw around a “because I said so” when they don’t feel a need to explain
themselves, and we have a very keen sense of injustice when we are children. These memories tend
to stick with us. Think back to your childhood, and write about a moment that you clearly weren’t
understood or listened to by your authority figures in the form of a diary entry
Quality of writing – Written language that Mostly clear written Generally fluent and Expressive, fluent and
language choice and shows limited control of language that employs coherent written coherent written
expression spelling, punctuation some conventions of language that employs language that employs
and syntax of standard spelling, punctuation appropriate vocabulary. varied and appropriate
Australian English. and syntax of Standard Accurate spelling, vocabulary. Language
Australian English. punctuation and syntax choices are appropriate
of Standard Australian and effective for
English. audience and purpose.
Accurate spelling,
punctuation and syntax
of Standard Australian
English.

Written justification Limited justification of Satisfactory justification Sound justification of Thorough justification of
decisions related to of decisions related to decisions related to decisions related to
content and approach selected content and selected content and selected content and
made during the writing approach made during approach made during approach made during
process with some the the the writing process,
reference to the role writing process, writing process, demonstrating relevant
mentor text played in demonstrating some demonstrating solid connections to the idea
developing your piece. connections to the idea connections to the idea and clear understanding
and some understanding and a understanding the of the role mentor texts
of the role mentor texts role mentor texts played played in developing
played in developing in developing your your piece.
your piece. piece.
All Mentor Texts

12 Angry Men
timeline, summa
and character
description

FLAPC Scaffold
Brain Break- Connectives Hangman
 Key Vocabulary- Act 1
Defendant: the person in a court case against whom the legal action is being taken,
also commonly known as ‘the accused’.

First Degree Murder: a murder both premeditated and malicious.

Hung Jury: when a jury is unable to resolve differences of opinion to reach a

unanimous verdict. As a result the trial is declared a mistrial, and may or not be retired.

Reasonable Doubt: the lack of certainty, based on the evidence presented in the
case, of the defendant's guilt. To convict the defendant in a case like this, the jury
must be convinced by the prosecution’s case, beyond reasonable doubt.
 Act 1 Summary
- Judge reminds Jury of their task; Guard brings jurors in; jurors vote
informally, by show of hands; vote is eleven to one (8th juror) in favour
of guilty.

- We are introduced to the situation, we don’t know anything about the personal
lives of the jury.

- We never learn their names across the play, we only know snippets of their lives
across the decision making.

- The judge has 2 vital pieces of information;

1. The jury's decision must be unanimous
2. If there is any ‘reasonable doubt’ about the murder the verdict must be not
guilty.
Welcome to Exam
Prep!
2 Sections
Exam Outline

25 Marks each

Worth 40% of your S1 mark

Section 1: Lord of the Flies | 700-800 word analytical essay| Choosing

between 2 prompts

Section 2: Creating a text which explores Justice| 700-800 words| Choose

1 of 3 prompts| A poem, an idea, an image.
 Class Focus
- Confidence to be able to write 2 complete essays on the spot.
- Content knowledge LOTF & Ideas of Justice
- Spelling
- Crafting better sentences which express our ideas fluently.
- Utilising transition & connectives within our writing.
- Timed writing- 2 essays in 2 hours.
- Writing efficient study notes around the Exam
- Memorising 4 quotes for LOTF essay
- Learning to break down prompts with a dictionary. Section 1.
- Learning to draw connections from stimulus to ideas. Section 2.
Section A- Personal Connections to Self
REMEMBER: This section we must talk about the themes in a prompt and then
make the connection back to us with a real life example.

Prompts will be exploring the following themes:

FEAR
Our lesson focus will be around compiling notes
HOPE around the following themes.
POWER
Choose 1 quote per theme.
AUTHORITY
Have 1 idea that relates to the theme and our
SURVIVAL personal connection

HUMAN CONSCIOUSNESS

MANIPULATION
 Theme Quote Idea to text Idea to Self

FEAR

HOPE

POWER

AUTHORITY

SURVIVAL

HUMAN
CONSCIOUSNESS

MANIPULATION
LI: I will understand how
to ‘break down’
prompts
independently.
 4 Types of Prompt Questions
Before we go into the different types of prompt questions. This is what I do with every
single essay prompt, even as a teacher.

1. Have my dictionary ready to define words. Defining words give me a broader

approach to the questions as well as understanding how a student is allowed to
answer the question.

2. Highlight all key themes I will need to analyse in my essay,

3. A pencil to underline any important key words and the type of question.
 Who said this quote? Why
What are my main themes? is it important to the essay
question? What is the
connection I’m exploring.

1. Quote Based Prompts- “I got the conch, you let me

speak”. How was leadership and authority explored
throughout the novel? Then connect those ideas to
yourself and the world.
Always make reference to the quote.

If it is directly from the novel, make sure you put it in one of your essays and explain
the context.

If an essay prompt uses a general quote, make reference to it but doesn’t need to be
explicitly stated in the essay.

Address the themes explicitly stated in the prompt. This is what your body paragraphs
will be centred on.
2. How based prompts- How does Golding critique
society and human nature on the Island? Then
connect those ideas to yourself and the world.
How= Analyse.
Focus on the authors ‘why’? You will need to analyse language
choices (metalanguage).
Explaining the effect on the audience is important.
Context is even more important. Who is Golding? Why would he
write this book? Why does he have so much to say on this topic?

Goldings background and the

social-historical context of LOTF is
very important. Add to your notes.
 3. Discuss based prompts- Discuss how the beast was a
symbol of the boys innate fear rather than a real physical
threat on the island. Then connect those ideas to yourself
and the world.

Discuss= discussion= talk about 2 sides and the going back and forth.

Have an overall contention that you agree with BUT you are constantly showing the
other POV.

This is up to you on how much you want to go back and forth it can be; 80-20 70-30
60-40. The marker needs to see two sides of an argument.

Allows for a lot of exploration of ideas and deep thoughts.

Don’t be so black and white with discuss questions, flexibility and exploration is
encouraged.
4. Explore based questions- Explore the way in which the
nature of evil is shown in Lord of the Flies. Then connect
those ideas to yourself and the world.

-Explore questions are a combination of all the types of essay questions in one.

- You will discuss, analyse and explore the question.

- They tend to be broad or cover a few themes in order for greater exploration.

- Provide social-historical context.

-Exploration of characters and why they are the way they are.

-Themes mentioned in the prompt will be the base of your body paragraphs.

Exploration of themes. What is evil? What is the nature of evil? Is it innate or

taught? Are we a human race without it?
 Let’s define our themes!
Theme Definition

Fear 1. an unpleasant emotion caused by the threat of danger, pain, or harm.

2. a feeling of anxiety concerning the outcome of something or the safety of someone.

Hope 1. a feeling of expectation and desire for a particular thing to happen.

2. a feeling of trust.

Power 1. the ability or capacity to do something or act in a particular way.

2. the capacity or ability to direct or influence the behaviour of others or the course of events.

Authority 1. the power or right to give orders, make decisions, and enforce obedience.
2. a person or organization having political or administrative power and control.
3. the power to influence others, especially because of one's commanding manner or one's recognized knowledge
about something.

Survival 1. the state or fact of continuing to live or exist, typically in spite of an accident, ordeal, or difficult circumstances.
2. an object or practice that has continued to exist from an earlier time.

Human 1. individual awareness of your unique thoughts, memories, feelings, sensations, and environments.
2. The state of being aware of and responsive to one's surroundings.
Consciousness

Manipulation 1. to control or play upon by artful, unfair, or insidious means especially to one's own advantage.
2. to change by artful or unfair means so as to serve one's purpose.
 BRAIN BREAK!
1. What goes up and down, but never moves?

2. What occurs once in a minute, twice in a

moment, but never in one thousand years?
 DO’S & DON’TS IN AN ESSAY
DON’TS DO’S

Don’t focus each body paragraph on one Do explore ideas in each body paragraph related
character. to the prompt. For instance, if we wanted to talk
about Piggy. I wouldn’t just talk about him as a
character, I would talk about the ideas around him-
injustice, betrayal, loyalty, human consciousness.

Putting one or no quotes in each body paragraph. Aim for at least one quote per paragraph in a
personal connection essay.

Don’t put in a quote without context and explaining Do always embed your quotes into your sentences.
the effect. Provide context before mentioning the quote and
after embedding the quote explain the effect of this
on the audience or within the novel.
 Social Historical Context
- WWII Influenced the writing of LOTF. It made Golding realise people in general
are warlike, power hungry and savage.
-Golding said that writing LOTF was aimed at tracing society’s flaws back to their
source in human nature. Their boys makeshift society collapses and innately refers
back to savagery.
- In the decade before Lord of the Flies was published, Britain had been involved in
two more wars: World War II (which Golding served) and the Korean War.

-Golding worked as a teacher in an all boys school and served in WWII he was familiar
with the nature of what group of boys together act like.
Symbols
Symbols
 Personal Connection Example
1. Quote Based Prompts- Similarly, I too have experienced the fallacy behind
authority. I believe that it is something that is earned
“I got the conch, you
rather than given by birth order, age or physical
let me speak”. How was demeanour. Ralph began as the authority figure
because of his age is no means synonymous to being
leadership and
a good leader. It may seem like the natural pick
authority explored superficially but it will only get a group so far without
proper characteristics. Within my family we must
throughout the novel?
always listen to the eldest and they are supposed to
Then connect those ‘lead’ on big family decision, they are to create a
community of togetherness. However, I don't believe
ideas to yourself and
because someone is the eldest it automatically
the world. makes them to best candidate. Personality,
willingness to do so, morals and values all play the
most vital role in authority and leadership. Which is
often overlooked because of societal constructs or
tradition and culture.
Evaluate Author's Intention Sentence Structure
Ultimately, Fundamentally, Essentially, In essence, Subsequently,

[AUTHOR’S NAME]

seeks to; works to; intends to;

-challenge
-comment on
-confront
-explore
-examine
-criticise
-subvert

[IDEA; BELIEF]

in order to… [REPOSITION READERS’ BELIEFS; ATTITUDES; UNDERSTANDING OF]