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EMT611 English Curriculum and PedagogyPerry_Caitlin_428670_AT3
Name: Caitlin Perry
SID: 428670
Word Count: 2400 Unit Focus: Historical Fiction Year: 5 Key Text(s): Tom Appleby Convict Boy
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Theoretical Overview
This unit of work will teach Year 5 students the literary genre, historical fiction; the teacher
will use Tom Appleby Convict Boy, to explore this genre. Historical fiction attempts to describe the
world as it was for the period in which the text is set; it does not introduce topics that are outside the
realm of possibility, and depicts characters and situations that are true to life (Russell, 2015, p. 225).
The main aim of historical fiction is to build upon the essence of a historical event. This is achieved
by melding historical facts and events with literary fabrication; the history that the responder is
reading if accurate, but has been embellished by the imagination of the author to provide its
audience with an interesting and engaging story. Historical fiction is not history, but provides
readers the opportunity to experience the genuine feeling of the historical event detailed (Russell,
2015, p. 227).
The ability of a historical fiction author to evoke feelings from its readers is a key concept
explored in Australian Curriculum: English for Year 5. Year 5 students are taught to recognize that
ideas in texts can lead to different types of interpretations and responses, when the text is conveyed
from different viewpoints (Australian Curriculum, Assessment & Reporting Authority [ACARA],
2017, ACELT1610). More specifically, exploring the impact of first person narration on empathy
and conversely, exploring how texts written from different viewpoints can impact on the reader’s
sympathies (ACARA, 2017). To this end, the key textual concepts of historical fiction: point of
view, character and historical context will be explored and taught in this unit of work.
Point of view is the device that allows the subject matter of the text to be brought to the
foreground; it constructs an attitude toward the subject matter that the audience is invited to adopt,
promoting certain attitudes and feelings in response to the text (State of New South Wales
Department of Education, 2016). Bal (2009 as cited in Thomas, 2017) supports this, claiming
“analysing the narrative strategies of who sees, what is seen, and how it is seen, leads to an
understanding of how the reader is positioned to interpret the narrative event”. Teachings on point of
view are centered around lessons 4, 6 and 7, where the students are given the opportunity to first
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understand the literary concept and then demonstrate their understanding in a critical and creative
manner.
Character is the second textual concept explored in this unit, more specifically the distinction
between protagonist and antagonist characters. Character is the core driver of the action and function
of the plot and the most pivotal way for an author to their thematic concerns (State of New South
Wales Department of Education, 2016). The students will explore the textual concept of character in
lessons 2, 3, and 7; it will also form part of the requirements of the students’ own creations in lesson
8.
Moreover, this unit will explore the textual concept of context, in particular historical
context. Historical context refers to the elements, conditions and characteristics of the period of time
in which the text is set (Fleming, 2017). Historical context will underpin the beginning teachings of
this unit, more specifically lessons 2 and 5; in addition, is a core component of the students final
assessment in lesson 8.
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Unit Sequence
Experiencing
1: Known 2: New
Students have not read Tom Appleby Convict
Boy. The teacher reads the title of the text to
the students; asks the students to draw their
current perception of a convict. Around their
picture, students are asked to write any words
or phrases that they currently associate with
convicts. The teacher does not provide further
elaboration or words to the class; this activity
has been designed to assess the students’
current knowledge on the topic of convicts
and the first fleet.
Students have read to chapter eight. Students
watch ABC’s “Behind The News” video on
the First Fleet
http://www.abc.net.au/btn/story/s3934600.htm;
The teacher states, “The video talked about the
arrival of the First Fleet to Australia. This is a
key historical event for Australia. After
watching the video and from what we have
read so far, were you able make connections
between the information provided and our
class text Tom Appleby Convict Boy? Yes?
What does this tell us about the type of fiction
of our story? Do we think that the information
in our story is ‘made up’, or has the author
depicted characters that are true to life? True to
life. To help us better understand Tom and his
story, let’s learn more about this historical
event!” In pairs, students make a glossary of
historical terms related to the First Fleet.
Students are given four terms by the teacher
and asked to find their definition (the first term
will have the definition given, as a model); in
addition to identifying and choosing four more
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terms themselves. The students present their
glossary as a crossword puzzle; the definitions
act as the ‘clues’. A copy is given to the
teacher, another distributed amongst the pairs
to complete.
Conceptualizing
3: Naming 4: Theory
Students have read to chapter 18. The teacher
will introduce the concept of protagonist and
antagonist characters via direct instruction.
“The objective of today’s lesson is to identify
the protagonist and antagonist characters in
the novel, and to learn their different
features.” The teacher describes the key
features of a protagonist and antagonist. The
teacher reads chapters six and seven. “Which
character do we perceive to be the protagonist
of our story? Which character, the
antagonist?” What elements of the story
allow us to believe this is true? Protagonists
can be fearless, where in the text has Tom
demonstrated courage and bravery?” The
teacher encourages the students to look in
their texts and cite character traits that
confirm their understanding. The students
will complete a character statement activity.
Detailed lesson.
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Students are given a list of the key
characteristics of protagonist and antagonist
characters, they must find evidence in the text
that shows this to be true for Tom Appleby
Convict Boy.
Analysing
5: Functionally 6: Critically
Students have read to chapter twenty-eight.
The students will make a poster about the
HMAS Scarborough. Using descriptions
given in the text, and information researched
by the students, they are to make a cross
section illustration of the ship. The students
may conduct further research if necessary, in
order to annotate their illustrations with
answers to the following questions:
How long did the trip take by ship?
What might life have been like upon
the ship? Why?
How might the sailors and convicts
been affected by poor nutrition and
lack of fresh water on the ship? Do
fruit and vegetables last a long time
without refrigeration?
If people were to make the same
Students have read until chapter 37. The
teacher shows the class Gordon Syron’s
artwork Invasion 1 – An aboriginal
perspective. The teacher leads a conversation
about perspective. “I think the artwork is
depicted from the point of view of the
aboriginals. I think this because it appears
that the picture is draw from the perspective
of someone who is already on the land.” The
conversation is expanded to consider the
thoughts, feelings and perspectives of both
the Europeans and Aboriginals. “I wonder
how both parties might be feeling in this
picture? I think the aboriginals might be
scared; the Europeans might be excited?” The
class is halved; each half is given either the
perspective of the Europeans, or the
perspective of the Aboriginals. In pairs,
students are asked to empathize with their
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journey today, how long would it
take? What accounts for the
difference in time?
Is travelling by boat the most
affective method of transportation
today?
respective group. Students from the
perspective of the Europeans role-play a
conversation that may have occurred between
two people arriving on the shores or
Australia; students from the perspective of
the Aboriginals role-play a conversation that
may have occurred between two Aboriginals
watching the Europeans arrive on their
shores. The pairs perform their role-plays to
the class.
Applying
7: Appropriately 8: Creatively
The students have completed Tom Appleby
Convict Boy. The teacher plays the class an
instrumental version of the Ballad of Botany
Bay,
https://www.youtube.com/watch?v=5_Ubz5-
sxLk
The teacher instructs the class to write new
lyrics to the song. The students must write the
song from the point of view of older Tom,
writing a song for his great grand-daughter
Mille. The lyrics must tell the story of Tom’s
The teacher brings into the classroom a
wooden bowl and spoon, similar to those
given to convicts. The students are to write a
story explaining where the bowl and spoon
came from, whom it belonged to, and how it
came to be in the teacher’s possession. They
must write a historical fiction story, which
must feature a protagonist and a prominent
antagonist character. The story is to be
written with a first-person narrator, drawing
on their knowledge of this literary concept.
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journey; depicting how Tom felt being a
chimney sweep, his time on the Scarborough,
and his time being a convict, including
working for Sergent Stanley. The lyrics
should include the different people Tom met
along the way. The lyrics should take into
consideration the thoughts and feelings of the
Aboriginal people, as well as the thoughts
and feelings of his fellow convicts and
Europeans. The lyrics should talk about what
it meant to be a new settler, farming the land
and building a new home and family, and
what happened to Tom after he moved to
Rose Hill. The students will be given the
opportunity to perform their songs to the
class; the teacher will collect the songs for
final assessment.
The stories are to be typed on the classrooms
multimedia devices and submitted to the
teacher for formal summative assessment of
the unit.
Assessment
Experiencing: Diagnostic assessment to assess students’ current level of understanding of
historical context and general knowledge of the period of time, using convict illustrations and
crossword puzzles.
Conceptualising: Formative assessment on the students’ understanding of character and point
of view, performed through assessment of students’ character trait activity and concept maps.
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Analysing: Summative assessment on the students’ understanding of historical context, and
formative assessment of point of view; to be assessed using the illustration of the HMAS
Scarborough and role-plays respectively.
Applying: Summative assessment of the students understanding of character and point of
view, assessed using the students’ song lyrics and historical fiction stories.
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Detailed Lesson
Year 5: Examining Literature
Activity: Read sections of Tom Appleby Convict Boy; students to create concept maps with
examples from the text that illustrate first-person narration. Discuss how first-person
narration can evoke feelings of empathy from its audience.
Lesson Outcome
“Identifying the narrative voice (the person
or entity through whom the audience
experiences the story) in a literary work,
discussing the impact of first person narration
on empathy and engagement” (ACARA,
2017, ACELT1610).
Before Reading
Explain to the students “We have previously
looked at the different types of characters in
stories, today we are learning to identify how
texts written in different narrative voice can
affect how a person feels about these
characters. Let us first identify from whose
perspective the story is written. I am going to
read a passage from the text and I would like
you to consider if you think the text is written
in the first person, or from an outside
narrator.” (Illustration 1). Read the pages
slowly, allowing the students time to
comprehend the content.
During Reading
Teacher Focused: “When I read this passage (Illustration 1), I believe that the text is written
from the perspective of the protagonist Tom, or is written in first-person narration. I think
this, because I was able to identify parts of the passage where the narrator referred to himself
as ‘I’; this is a common characteristic of first-person narration. Another way of identifying
first-person narration, is to look for places in the text where the narrator is speaking about
events they maybe experiencing. When we read novels that are written in first-person, we
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often align ourselves with the feelings and attitudes of the character. This can result in the
reader feeling empathy for the narrator. When I read this passage, I became upset because I
felt sorry for Tom, who has lost his father in the stocks”
Shared Focused: The teacher reads a passage from chapter twenty-two in the text.
(Illustration 2). “What elements of this passage tell us that it is written in first-person
narration? What words has the author used that demonstrates this? Let’s read page 117
together. Please raise your hand and tell me an example of first-person narration on this page.
After Reading
Guided: The teacher asks the students, “What feelings did people feel toward Tom, when
reading page 117?” The teacher makes a list of these feelings on the board.
Collaborative: The teacher puts the class into groups. Collaboratively, the studemts construct
a concept map. The concept map must contain a sentence or phrase from the text that
illustrates the author has used first-person narration. Branching out from the sentence or
phrase, the different feelings the students felt when they read this part of the text.
Adapted from Killen (2015, p. 96).
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Analysis
Text Literary Relevance
I could have sheltered him with my body,
he thought…I will never be a coward
again, he thought desperately. (p. 10)
First-person
narration
Clear evidence of first-person
narration, using “I” to depict
Tom’s internal thoughts and
feelings
Tom felt his lungs begin to rot, and his
eyes streamed with pain and irritation. His
skin burnt with the bites of fleas and bugs
and every tiny beast that lived on human
flesh. (p. 107)
First-person
narration -
empathy
Vivid imagery, describing
the pain that Tom is
experiencing below deck;
written in first-person.
Where would I fly, he wondered, if I could
choose? Only to the past and even a bird
can’t fly there. (p.117)
First-person
narration
Evidence of the use of “I” to
depict Tom’s thoughts;
imagery to describe Tom’s
despair and sadness.
Convict scum, thought Tom. That’s what I
am. But two years ago I was as good as
you…It was the last time Tom would see
the sky for thirteen days. (p. 117)First-person
narration
The use of “I” for first-
person narration, and the
forewarning of future
melancholy experiences by
Tom; bring about feelings of
sadness and anger for the
characters position.
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References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Foundation to Year
10 Curriculum: Examining Literature (ACELT1610). Retrieved from:
http://www.australiancurriculum.edu.au
Fleming, G. (2017). The importance of historical context. Retrieved 28 May, 2017, from
https://www.thoughtco.com/what-is-historical-context-1857069
French, J. (2004). Tom Appleby Convict Boy, Sydney: HarperCollinsPublishers.
Killen, R. (2015). Effective teaching strategies: lessons from research and practice, (7th ed.),
Melbourne: Cengage Learning.
Russell, D. L. (2015). Literature for children: A short introduction (8th ed.). London: Sage
Publications.
State of New South Wales Department of Education. (2016). Textual concepts and processes
descriptions. Retrieved from: http://www.englishtextualconcepts.nsw.edu.au
Thomas, A. (2017, May). Literary concepts. Retrieved 28 May, 2017, from https://mylo.utas.edu.au
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Criterion 1: Synthesise theoretical knowledge about teaching literature (20%)HD DN CR PP NNYou: You: You: You: You:Briefly explained the key concepts and outcomes for the unit, and what you want student to learn, and what evidence you will collect to determine that learning
Only covered some of the essential elements.
Provided a specific and precise theoretical discussion, by:- providing thoughtful and specific comments about the theory which underpinned the teaching of literature, linking to the concepts and theories from the set text and other secondary literature
Provided a comprehensive theoretical discussion, by:- providing specific comments about the theory which underpinned the teaching of literature, linking to the concepts from the set text and other secondary literature.
Provided an accurate theoretical discussion, by:- providing specific comments about the theory which underpinned the teaching of literature, with links to the set text
Provided a basic theoretical discussion, by:- providing some comments about the theory which underpinned the teaching of literature
Provided a minimal theoretical discussion, by:- overgeneralising about the theory which underpinned the teaching of literature
Criterion 2a: Design a unit sequence which incorporates: a sequence based on the ‘Learning by Design’ pedagogy model (20%)HD DN CR PP NNYou: You: You:Skillfully communicated by:- developing lessons which accurately match all stages of the model- demonstrating deep understanding of the four knowledge processes to develop cumulative, critical and creative learning about literature
Effectively communicated by:- developing all lessons to accurately match the stages of the model - demonstrating an understanding about the four knowledge processes and how to sequence lessons effectively
Communicated by:- developing lessons which accurately match most stages of the model, demonstrating some knowledge about how to sequence lessons
Communicated by:- developing lessons which accurately match some stages of the model
Communicated by:
-providing limited sequencing of lessons
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EMT611 English Curriculum and Pedagogy AT3 Rubric 2017 15
Criterion 2b: Design a unit sequence which incorporates: explicit teaching of genre features (10%)HD DN CR PP NNYou: You: You: You: You:Skillfully communicated by:
- identifying all the important genre features to be taught and showing an understanding of how to sequence the teaching for cumulative learning.
Effectively communicated by:
- identifying the most important genre features to be taught and showing an understanding of how to sequence most of teaching for cumulative learning.
Communicated by:
- identifying most of the important genre features to be taught and showing an understanding of how to sequence some of teaching for cumulative learning.
Communicated by:
- identifying some of the genre features to be taught and showing an understanding of how to provide an opportunity for cumulative learning about literature.
Somewhat communicated by:
-including limited or unclear opportunities for cumulative learning about the features of the literary genre
Criterion 2c: Design a unit sequence which incorporates: explicit teaching of textual concepts (10%)HD DN CR PP NNYou: You: You: You: You:Skillfully communicated by:
- identifying all the important textual concepts to be taught and showing an understanding of how to sequence the teaching for cumulative learning.
Effectively communicated by:
- identifying the most important textual concepts to be taught and showing an understanding of how to sequence most of teaching for cumulative learning.
Communicated by:
- identifying most of the important textual concepts to be taught and showing an understanding of how to sequence some of teaching for cumulative learning.
Communicated by:
- identifying some textual concepts to be taught and showing an understanding of how to provide an opportunity for cumulative learning about literature.
Somewhat communicated by:
-including limited or unclear opportunities for cumulative learning about textual concepts
EMT611 English Curriculum and Pedagogy AT3 Rubric 2017 16
Criterion 3a: Design a detailed lesson which includes: explicit teaching of the specified outcome from the examining literature sub-strand (20%) HD DN CR PP NNYou: You: You: You: You:Skillfully designed and sequenced each lesson, by:- Including clear, detailed focus of instruction on identified English curriculum content, providing engaging and stimulating opportunities for deep learning about literature to occur. The use of teacher talk and probe questions is directly linked to text excerpts and allows a deep and close study of the focus of concept.
Effectively designed and sequenced each lesson by:- Including a clear and detailed focus of instruction on specified English curriculum content, with teacher talk and probe questions that clearly link to the analysis of the text excerpts
Designed and sequenced each lesson, by:- Including a clear focus of instruction on specified English curriculum content, with teacher talk and probe questions that mostly link to the analysis of the text excerpts
Designed and sequenced each lesson, by:- Including a basic focus of instruction on the specified English curriculum content including teacher talk and probe questions
Loosely designed and sequenced each lesson, by:- Including a limited or unclear description of teaching and learning strategies to be used
- Not teaching the specified outcome
Criterion 2d: Design a unit overview which incorporates an assessment plan for the unit (5%)HD DN CR PP NNYou: You: You:Skilfully designed an assessment plan that: - relates to all of the key ideas and outcomes for the unit, and offers students the opportunity to respond creatively and critically to the concepts in the unit as an ongoing part of the formative assessment integrated into the unit design, as well as a rich culminating task
Designed an assessment plan that:- relates to some of the key ideas and outcomes for the unit and includes a formative assessment approach as well as a worthwhile summative task
Designed an assessment plan that:loosely relates to the key ideas and outcomes for the unit
EMT611 English Curriculum and Pedagogy AT3 Rubric 2017 17
Criterion 3b: Design a detailed lesson which includes: selection and analysis of excerpts from the literature to be used for teaching the chosen concept (15%) HD DN CR PP NNYou: You: You: You: You:- demonstrating of critical and thoughtful sorting and selection of relevant literary excerpts to teach the outcome
- Including accurate analysis of concept being examined
-demonstrating thoughtful sorting and selection of literary excerpts to teach the outcome
- Including mostly accurate analysis of concept being examined
- Selecting relevant literary excerpts to teach the outcome
- Including mostly accurate analysis of concept being examined
- Selecting mostly relevant selection of literary excerpts to teach the outcome
- Including some accurate analysis of concept being examined
- Selecting limited literary excerpts to teach the outcome
- Including limited or no analysis
CommentsCaitlin,You have presented a very strongly written AT3 Unit Design. You have clearly and explicitly addressed your unit criteria of using a historical fiction text to show how the author evokes feelings from its readers, provided students with the opportunity to engage with the text to experience the genuine feeling of the historical event and focused on textual concepts of protagonists and antagonists to develop character in the text. You’ve taught students to recognize that ideas in texts can lead to different types of interpretations and responses, when the text is conveyed from different viewpoints which was also part of your unit overview. Your lesson intentions have been supported by well referenced research. The successful design of your unit is sequentially developed per to the task description and lesson 2 utilized the delivery of historical evidence through a digital text which represented real historical people, events and allowed for point of view to be explored. You indicated the purposes of using assessment throughout the unit. By providing students with engaging and varied lessons you have developed a very comprehensive historical fiction unit of work that would have great teaching implication in a Grade 4-5 class. Well done!
Meree BarberTutor
Grade: HD