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MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
MODULE B: ORWELL
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MODULE B: ORWELL

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A unit of work on George Orwell's essays. Designed for the HSC Advanced English course, Module B: Critical Study of Text.

A unit of work on George Orwell's essays. Designed for the HSC Advanced English course, Module B: Critical Study of Text.

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  • 1. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks "If liberty means anything at all, it means the right to tell people what they do not want to hear. " Bianca Hewes – Davidson High School
  • 2. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks Concept Cross Curricular Outcomes: Engaging in an exploration and evaluation of a Literacy 1. A student explains and evaluates the effects of different contexts of responders and specific text and its reception in a range of contexts. composers on texts. Language modes 2A. A student recognises different ways in Reading – 10% which particular texts are valued. Key Concepts: Writing – 5% 4. A student explains and analyses the ways in which language forms and features, and • The ways that textual details and textual structures of texts shape meaning and features shape meaning and influence influence responses. responses in a range of contexts Texts: 6. A student engages with the details of text in • Composing complex texts demonstrating Prescribed text: order to respond critically and personally. 8. A student articulates and represents own sustained arguments supported by textual George Orwell: Essays - ideas in critical, interpretive and imaginative evidence ‘Why I Write’ texts from a range of perspectives. • Considering the distinctive qualities of texts ‘Notes on Nationalism’ 10. A student analyses and synthesises and questions of textual integrity and ‘Good Bad Books’ information and ideas into sustained and ‘The Sporting Spirit’ logical argument for a range of purposes, significance audiences and contexts. ‘Politics and the English Language’ 12A.. A student explains and evaluates ‘Writers and Leviathan’ different ways of responding to and composing text Rationale This module requires you to: • explore and evaluate Orwell’s essays and their reception in a range of contexts • develop and explore your understanding of questions of textual integrity and significance. • explore the ideas expressed in the essays through analysing construction, content and language • examine how particular features of the essays contribute to textual integrity • research others’ perspectives of the text and test these against your own understanding and interpretations of the essays • discuss and evaluate the ways in which the essays have been read, received and valued in historical and other contexts • develop a range of imaginative, interpretive and analytical compositions that relate to the study of Orwell’s essays • compositions in a variety of forms and mediaSyllabus Preliminary Syllabus Content Quality TeachingContent Bianca Hewes – Davidson High School
  • 3. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks1.3 Students learn to evaluate the effects of different contexts of responders and composers on texts by explaining how values and Cultural Knowledge attitudes are reflected in texts1.4 Students learn to evaluate the effects of different contexts of responders and composers on texts by explaining and evaluating Problematic Knowledge changes in meaning arising from changes of context2A.1 Students learn to recognise ways in which particular texts are valued by responding to a range of texts that are valued Cultural Knowledge differently in particular personal, social, cultural, historical and workplace contexts Problematic Knowledge2A.2 Students learn to recognise ways in which particular texts are valued by explaining how and why they are valued. Deep Knowledge4.1 Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence Deep Understanding responses by explaining and analysing the effects of a variety of language forms and features, and the structures of texts Metalanguage4.2 Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence Substantive Communication responses by identifying a range of possible responses to texts influenced by their language forms and features, and their Deep Understanding structure6.1 Students learn about the ways they can respond to texts by analysing texts in detail Substantive Communication6.2 Students learn about the ways they can respond to texts by composing sustained arguments supported by textual evidence Higher-order Thinking6.3 Students learn about the ways they can respond to texts by composing and supporting a personal response to texts Connectedness Background Knowledge6.4 Students learn about the ways they can respond to texts by evaluating the responses of others Problematic Knowledge8.1 Students learn to compose imaginative, personal and critical texts from a range of perspectives by engaging with complex texts Problematic Knowledge Higher-order Thinking8.2 Students learn to compose imaginative, personal and critical texts from a range of perspectives by refining the clarity of their Deep Understanding composition to meet the demands of increasing complexity of thought and expression Metalanguage10.1 Students learn to synthesise information and ideas into sustained and logical argument by discerning ideas, attitudes and values Higher-order Thinking reflected in texts Cultural Knowledge10.3 Students learn to synthesise information and ideas into sustained and logical argument by using the information and ideas Higher-order Thinking gathered from a range of texts to present a point of view in analytic, expressive, imaginative and evaluative ways Deep Understanding12A.2 Students learn to explain and evaluate the different ways of responding to and composing texts by questioning meaning in and Deep Knowledge through texts Substantive Communication12A. Students learn to explain and evaluate the different ways of responding to and composing texts by generalising about the Problematic Knowledge relationships between perspective and meaning “I think from the very start my literary ambitions were mixed up with the feeling of being isolated and undervalued” Bianca Hewes – Davidson High School
  • 4. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksPhase 1: Overview of Critical Study of Text ~ Outline of specific approach to module ~ Articulate and record subjective response to essays   Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H1   Deep  Knowledge   Discuss  overview  of  Module  B:  Critical  Study  of  Text  and  expectations  of   Students  define  terms   High  Expectations   non-­‐fiction  elective.    Students  to  read  through  and  highlight  key  parts  of   unfamiliar  to  them     Knowledge  Integration   Syllabus  outline  and  write  a  definition  of  any  terms  they  are  unfamiliar   with.  (Resource#1a)  H6   Deep  Knowledge   Students  are  instructed  as  to  the  method  that  will  be  used  when   Students  understand  the   High  Expectations   approaching  this  module:  The  Frames.  Read  through  and  highlight  the   approach  to  study  and  its     ‘The  Frames:    A  creative  approach  to  developing  an  informed,  personal   purpose   and  critical  response  to  a  text’  handout.  It  is  explained  to  students  that     this  method  will  ensure  that  their  personal  response  to  the  essays  is   foregrounded.  (Resource  #1)  H6.3   Student  Direction   SUBJECTIVE  FRAME   Students’  response  to  H8.2   Narrative   The  Journal:  As  part  of  this  unit  students  are  to  keep  a  journal.  This  will  be   and  reflection  on  essays   a  record  of  their  exploration  of  the  subjective  frame.  (Resource  #2)     Homework  Task:     show  engagement  with   Orwell’s  essays.   Students  are  to  complete  Journal  Entries  #1,  #2  and  #3.  (As  an  alternative   this  activity  may  be  completed  in  class)  H1.3   Engagement   CULTURAL  FRAME:   Students  demonstrate  an  H1.4   Cultural  Knowledge   Students   are   reminded   of   the   definition   and   significance   of   ‘context’   as   understanding  of  the     Problematic   already   considered   during   their   study   of   Module   A:   Comparative   Study   of   impact  that  context  can   Knowledge   Texts  and  Context.  Resource   #3  may  be  useful  for  this  activity.  Students   have  on  a  text,  the   are   to   read   through   biographical   information   on   George   Orwell   OR   they   Narrative   responder  and  the   may   conduct   research   using   the   internet   (Resource   #4).   Students   are     asked  to  consider  the  “personal,  social,  historical,  cultural  and  workplace   composer.   conditions”   that   impacted   Orwell   and   his   writing.   As   a   class,   discuss   the   Students  recognise  and   era   Orwell   was   writing   in   and   then   make   a   list   of   possible   significant   appreciate  the  impact  of   influences  on  him  as  a  writer.  (Resource  #5)   Orwell’s  context  on  him   Bianca Hewes – Davidson High School
  • 5. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks as  an  essayist.  H6.3   Student  Direction   Homework  Task:   Student  responses  show  H8.2     Students  are  to  complete  ‘Journal  Entry  #4’.   an  understanding  of       Orwell’s  early  poetic   style.    H4.1   Background  Knowledge   STRUCTURAL  FRAME:   Quality  of  student’s   Metalanguage   Time  is  spent  in  class  refreshing  /testing  knowledge  of  language  features.   response  shows  ability  to     Connectedness   Focus  is  on  the  essay  form,  its  history  and  its  intensely  effective   respond  meaningfully  to     employment  by  Orwell.  (Resource  #6)     essays  by  identifying     poetic  techniques.   “Nationalism is power-hunger tempered by self-deception.”Phase  2:  Analysis  of  ‘Notes  on  Nationalism’  (1945)  using  ‘The  Frames’     Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read   the   essay   ‘Notes   on   Nationalism’   aloud   as   a   class.   Discuss   journal  entries  and   responses   to   questions   written   in   ‘Journal   Entry   #4’.   (Allow   time   for     students  to  complete  these  if  necessary)   contribute  own  ideas  about     the  essay  to  class  discussion.       Bianca Hewes – Davidson High School
  • 6. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH1.3   Substantive   CULTURAL  FRAME:   Notes  taken  reflect   Communication   Students   work   in   small   groups   and   identify   the   elements   of   the   essay   development  of  student’s     that  reflect  Orwell’s  context  in  light  of  what  they  learnt  about  Orwell’s   skills  in  identifying  the   context   last   lesson.   Remember   that   context   is   the   ‘range   of   personal,   influence  of  context  on  a   social,   historical,   cultural   and   workplace   conditions   in   which   a   text   is   text.   responded   to   and   composed’   (English   Stage   6   Syllabus).   Each   group   briefly  presents  their  ideas  to  the  class.     Fantastic   resources   for   Orwell’s   context:   History   in   Literature:   The   Story  Behind  Animal  Farm.  Alan  Brown  (2007)  H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   Metalanguage   Teacher  to  model  an  analysis  of  the  essay  for  the  class,  focusing  on  the   development  of  student’s  H6.1   Deep  Understanding   distinctive   qualities   of   the   essay   and   Orwell’s   literary   style.   Students   to   skills  in  analysis.   take  notes  on  their  copy  of  the  essay.  Teacher  may  encourage  students   Student’s  responses  in  table   to   consolidate   this   analysis   of   the   language   forms,   features   and   reflect  an  understanding  of   structures   of   the   essay   by   having   them   complete   the   T.E.E.   table.   how  meaning  is  made  and   (Resource  #7)     influenced  in  the  essay.  H1.3   Problematic  Knowledge     Present  students  with  the  following  question:   Quality  of  student’s  H1.4   ‘Does  this  essay  effectively  and  consistently  use  language  and  structure   engagement,  discussion  and  H2A.1   to  convey  its  message  to  the  readers?’   responses  shows  a   Encourage  students  to  write  a  300  word  response  to  this  question  with   developing  understanding  of   supporting  evidence  from  the  essay.     textual  integrity.       Provide  a  definition  of  textual  integrity  for  the  students.  (Resource  #8)   Explain  that  the  question  that  they  just  responded  to  encourages  them     to  engage  with  the  idea  of  textual  integrity  which  is  an  integral  element   of   this   module.   It   also   leads   them   into   the   final   frame   –   the   critical   frame.   HOMEWORK:   Students   to   complete   the   revision   questions   on   ‘Notes   on  Nationalism’.  (Resource  #8a)   Bianca Hewes – Davidson High School
  • 7. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH2A.1   Engagement   CRITICAL  FRAME:   Student’s  writing  shows  an  H2A.2   Deep  Knowledge   Students  to  Think  Pair  Share  the  following  question:   awareness  of  differing  H1.3   Social  Support   ‘Why  would  people  today  and  in  its  original  context  read  this  essay  and   perspectives  and  H1.4   see  it  as  significant  and  valuable?’   interpretation  of  essays  as   Students   are   then   to   consider   how   different   points   of   view   affect   the   well  as  an  understanding  of   meaning  of  the  essay.   the  causes  of  these.  H2A.1   Higher  Order  Thinking   Students   to   read   William   E   Cain’s   article   ‘Orwell’s   essays   as   a   literary   Student’s  writing  reflects  a  H8.1   Problematic  Knowledge   experience’.  (Resource   #9)  Students  are  to  then  compare  this  to  their   deep  knowledge  and  H8.2     original  response  to  the  essay  recorded  in  their  journal.  (Journal  Entries   understanding  of  the  impact  H10.1   #1  and  #4).  Students  are  to  consider  the  differences  in  interpretations,   that  other  interpretations  of   how   they   have   come   about   and   then   reassess   their   interpretation   of  H10.2   the  essay  have  had  in   the   essay   in   light   of   their   exploration   of   the   four   frames.   This   should  H12A.1   shaping  their  own  response.   take   the   form   of   a   mini-­‐extended   response   of   approx.   750   words.   Students   should   use   the   ‘How   to   Write   an   English   Essay’   handout   to   ensure  their  response  has  the  appropriate  structure  and  language  of  a   formal   essay.   (Resource   #10)   Remind   students   that   it   is   their   own   critical  personal  response  to  the  text  that  is  important  in  this  module.  H6.3   Student  Direction   Students  are  to  complete  Journal  Entry  #5.   Student  responses  reflect  an  H8.2       engagement  with  the  essay     and  a  valuing  of  their  own   interpretation  of  the  essay.       Bianca Hewes – Davidson High School
  • 8. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks “Sport…is war minus the shooting.”Phase 3: Analysis of ‘Sporting Spirit’ (December, 1945) using ‘The Frames’ Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  journal  H8.2   Read  the  essay  ‘Sporting  Spirit’  aloud  as  a  class.  Discuss  responses  to   entries  and  contribute  own  ideas   Journal   Entries   #1   and   #5.   This   is   a   continuation   of   the   subjective     frame.  (Allow  time  for  students  to  complete  these  if  necessary.)   about  the  essays  to  class     discussion.    H1.3   Substantive   CULTURAL  FRAME:   Notes  taken  reflect  development   Communication   Students   to   identify   the   elements   of   the   essay   that   reflect   Orwell’s   of  student’s  skills  in  identifying     context.    Class  list  is  compiled  on  whiteboard  and  copied  down.   the  influence  of  context  on  a  text.  H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  development  H4.2   Metalanguage   Teacher  to  model  an  analysis  of  the  essay  for  the  class,  students  to   of  student’s  skills  in  analysis.   take  notes  on  their  copy  of  the  essay.    H4.1   Metalanguage   Students   are   to   complete   the   ‘Technique/Example/Effect’   table.   Student’s  work  shows  an     Deep  Understanding   (Resource  #11)   understanding  of  the  relationship       between  the  meaning  of  a  text   and  the  techniques  used  to  create   it.  H8.1   Connectedness   Students  are  to  complete  a  creative  response  activity  based  on  the   Student’s  response  reflects  not  H8.2   Background  Knowledge   ideas  in  the  essay.     only  imagination  and  skill,  but   Higher  Order  Thinking   “Using  similar  persuasive  techniques  as  ‘Sporting  Spirit’,  write  a  five   also  an  understanding  of  the   paragraph   essay   in   which   you   express   your   perception   of   the   HSC.   connectedness  between  ideas     Use  a  game  of  sport  as  a  metaphor  for  the  HSC.”     covered  in  the  essay  and  their     own  personal  experiences  of   these  ideas.     Bianca Hewes – Davidson High School
  • 9. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH4.2   Substantive   CRITICAL  FRAME:   The  debate  runs  smoothly  with  all  H12A.1   Communication   Students  are  to  consider  whether  Orwell  is  showing  himself  to  be  a   students  actively  participating.  H12A.2   Engagement   rebel,   prophet,   common   man   or   saint   in   this   essay.   In   groups   Arguments  and  rebuttal  show  a  H2A.1   Social  Support   students  are  allocated  one  of  the  interpretations,  this  is  then  to  be   clear  understanding  of  differing   used   as   the   basis   of   a   debate   between   two   teams   with   opposing  H6.4   Inclusivity   interpretations  of  the  essay.     interpretations.  (Resource  #13)  In  groups  students  are  to  develop  a  H6.2     line   of   argument   and   collect   evidence   to   support   their       interpretation   of   the   essay.   Direct   textual   evidence   is   needed.   Debates  are  then  presented  for  the  class  with  the  teacher  acting  as   adjudicator.  Students  must  type  up  a  page  of  notes  to  be  handed  to   teacher  after  debate.      H8.2   Substantive   Students  to  write  a  paragraph  reflecting  on  the  debating  experience   Student’s  response  reveals  a     Communication   and  how  it  impacted  their  understanding  of  the  essay.   valuing  of  class  activity  as  an   Narrative   Teacher   explains   the   value   of   this   activity   as   students   learn   to   effective  learning  tool.   develop   a   thesis/line   of   argument   and   support   this   with   detailed   textual  reference  from  the  essay.  H2A.2   Deep  Understanding   Students   are   to   go   back   to   their   original   response   to   the   essay   Student’s  writing  reflects  a  deep  H8.1   Problematic  Knowledge     recorded   in   their   journal   and   compare   this   to   the   responses   knowledge  and  understanding  of  H8.2   Deep  Knowledge   considered   in   class.   (Journal   Entries   #1   and   #5).   Students   to   consider   the  impact  that  other  H10.1   Higher  Order  Thinking   the   different   interpretations,   how   they   have   come   about   and   interpretations  of  the  essay  have   reassess  their  interpretation  of  the  essay.  This  should  take  the  form       had  in  shaping  their  own   of   a   mini-­‐extended   response   (approx.750   words).   Remind   students   response.   that   it   is   their   own   critical   personal   response   to   the   text   that   is   important  in  this  module.    H6.3   Student  Direction   Students  are  to  complete  Journal  Entry  #6   Student  responses  reflect  an  H8.2     engagement  with  the  essay  and  a     valuing  of  their  own   interpretation  of  the  essay.   Bianca Hewes – Davidson High School
  • 10. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks“There are music-hall songs which are better poems than three-quarters of the stuff that gets into the anthologies”Phase 4: Analysis of ‘Good Bad Books’ (November, 1945) using ‘The Frames’ Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  journal  H8.2   Read   the   essay   ‘Good   Bad   Books’   aloud   as   a   class.   Discuss   responses   entries  and  contribute  own  ideas   to   Journal   Entries   #1   and   #6.   (Allow   time   for   students   to   complete     these  if  necessary.)   about  the  essays  to  class     discussion.    H1.3   Substantive   CULTURAL  FRAME:   Notes  taken  reflect  development   Communication   Students   to   identify   the   elements   of   the   essay   that   reflect   Orwell’s   of  student’s  skills  in  identifying     context.    Class  list  is  compiled  on  whiteboard  and  copied  down.   the  influence  of  context  on  a  text.  H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  development  H4.2   Metalanguage   Teacher  to  model  an  analysis  of  the  essay  for  the  class,  students  to   of  student’s  skills  in  analysis.   take  notes  on  their  copy  of  the  essay.    H4.1   Metalanguage   Students   are   to   complete   the   ‘Technique/Example/Effect’   table.   Student’s  work  shows  an     Deep  Understanding   (Resource  #14)   understanding  of  the  relationship       between  the  meaning  of  a  text   and  the  techniques  used  to  create   it.  H4.1   Higher  Order  Thinking   Creating  an  Advertisement  :   Students  develop  an  H6.1   Deep  Understanding   ‘You  are  to  create  an  advertisement  for  a  new  collection  of  essays  by   advertisement  that  demonstrates  H8.2   Metalanguage   George   Orwell   entitled   ‘The   Spirit   of   Tension’.   Your   advertisement   a  clear  understanding  of  the   must   include   in   the   body   copy   a   brief   analysis   of   ‘Good   Bad   Books’   content,  characterisation  and   and   the   visual   text   must   reflect   the   content,   characterisation   and       themes  of  the  essay.’   themes  of  the  chosen  essays.       Bianca Hewes – Davidson High School
  • 11. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH2A.2   Deep  Understanding   CRITICAL  FRAME:   Student’s  writing  reflects  a  deep  H8.1   Problematic  Knowledge     Read   through   John   Wain’s   article   ‘George   Orwell   as   a   Writer   of   knowledge  and  understanding  of  H8.2   Deep  Knowledge   Polemic’.   (Resource   #9)   Students   are   to   go   back   to   their   original   the  impact  that  other  H10.1   Higher  Order  Thinking   response  to  the  essay  recorded  in  their  journal  and  compare  this  to   interpretations  of  the  essay  have   the   response   considered   in   class.   (Journal   Entries   #1   and   #6).       had  in  shaping  their  own   Students   are   to   consider   the   influence   that   the   cultural,   structural   and   critical   frames   have   had   on   their   current   understanding   of   the   response.   essay.  This  reflection  may  take  any  form  –  a  table,  a  concept  map,  a   series  of  dot  points  etc.    H4.1   Higher  Order  Thinking   In  light  of  the  reassessing  of  their  personal  response  to  the  essay  in   Written  response  shows  H6.2   Deep  Understanding   the  previous  activity,  students  are  to  write  a  750  word  response  to   consideration  of  themes  and  the  H10.3   Metalanguage   the  following  question:   techniques  used  to  convey  this.        Extended  Response:     ‘From   the   essays   you   have   studied   in   detail   so   far,   what   would   you     say  are  THREE  of  Orwell’s  concerns?’   Responses  should  make  detailed  reference  to  the  essays  and  should   reflect  the  critical  thought  process  of  reshaping  their  understanding   of  the  essay  in  light  the  perspectives  of  others.   Students  should  use  the  ‘How  to  Write  an  English  Essay’  handout  to   guide  their  writing.  (Resource  #10)  H6.3   Student  Direction   Students  are  to  complete  Journal  Entry  #7   Student  responses  reflect  an  H8.2     engagement  with  the  essay  and  a     valuing  of  their  own   interpretation  of  the  essay.   Bianca Hewes – Davidson High School
  • 12. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks “…the slovenliness of our language makes it easier for us to have foolish thoughts.”Phase 5:  Analysis of ‘Politics and the English Language’ (April, 1946) using ‘The Frames’   Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read   the   essay   ‘Politics   and   the   English   Language’   aloud   as   a   class.   journal  entries  and  contribute   Discuss   responses   to   Journal   Entries   #1   and   #7.   (Allow   time   for     students  to  complete  these  if  necessary.)   own  ideas  about  the  essays  to     class  discussion.  H1.3   Problematic  Knowledge   CULTURAL  FRAME:   Notes  taken  before  and  during   Students  are  to  listen  to  the  song  ‘Walk  On’  by  The  Hilltop  Hoods.  They   discussion  reflect  development   are   also   given   a   copy   of   the   lyrics.   (Resource   #16)   Students   are   to       comment   on   the   ideas   about   humanity   and   present   day   life   that   are   of  student’s  skills  in  identifying   the  influence  of  context  on  a   presented  in  the  song.  As  a  class  brainstorm  how  this  song  helps  them   text  and  the  enduring   to   better   understand   the   value   and   significance   of   Orwell’s   essay   ‘Politics  and  the  English  Language’.   significance  of  Orwell’s  essays.  H4.1   Metalanguage   Students   identify,   discuss   and   record   the   elements   of   the   essay   that   Student’s  responses  reflect  an  H4.2   Deep  Understanding   reflect   Orwell’s   context   and   the   ways   in   which   this   essay   would   have   understanding  of  how  context  H6.1   been  received  when  it  was  first  published.   shapes  and  is  shaped  by  texts.  H1.3   Cultural  Knowledge   Present  students  with  the  following  idea:   Student’s  written  responses  H1.4   Background  Knowledge   “The  culture  of  a  responder  impacts  significantly  on  their  response  to  a   reveal  a  consideration  of  their   Connectedness   text.”   own  cultural  background  and     In  small  groups  students  are  to  consider  what  their  cultural  background   an  understanding  of  how  this   and   values   are   and   then   consider   how   this   has   impacted   upon   their   impacts  their  response  to  texts   response   to   the   essay.   Individually   students   are   to   write   a   full   page   summary   of   this   discussion,   linking   directly   to   the   essay   in   their   response.       Bianca Hewes – Davidson High School
  • 13. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH4.1   Metalanguage   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   High  Expectations   Teacher   to   model   an   analysis   of   the   essay   for   the   class,   students   to   development  of  student’s  skills   take  notes  on  their  copy  of  the  essay.     in  analysis   HOMEWORK:   Students   to   answer   the   questions   on   PATEL.   (Resource   #16a)  H8.2   Metalanguage   CRITICAL  FRAME:   Quality  of  student  reflections     Social  Support   After   reading   ‘Politics   and   the   English   Language’,   have   students   read   shows  a  deep  engagement  with   Higher  Order  Thinking   the  article  by  Marieke  Hardy  from  SMH  online:     the  task  and  a  consideration  of   http://www.smh.com.au/opinion/lap-­‐up-­‐literature-­‐where-­‐you-­‐find-­‐it-­‐-­‐on-­‐tv-­‐on-­‐ Knowledge  Integration   posters-­‐and-­‐even-­‐in-­‐blogs-­‐20090518-­‐bcn7.html     how  language  forms  and   Connectedness   Have  students  write  a  reflection  on  the  similarities  between  the  ideas   features  and  the  structure  of     of  both  Orwell  and  Hardy  in  relation  to  language.     their  essay  influence  meaning.  H10.1   Deep  Knowledge   Writing  task:   Student’s  composition  H10.3   Deep  Understanding   ‘Write   a   letter   to   the   editor   of   the   London   Times   expressing   your   demonstrates  an  H4.1   Higher  Order  Thinking   reaction   to   ‘Politics   and   the   English   Language’.   You   should   be   understanding  of  how       conveying   your   dissatisfaction   with   the   representation   of   the   English   perspective  can  shape  a   language  in  the  essay.  You  need  to  include  support  for  your  argument   response  to  an  essay.   from   the   essay,   including   in   your   letter   quotes   and   a   discussion   of   techniques.’   Inform   students   that   in   the   HSC   students   may   be   required   to   write   in   a   variety  of  text  forms.    H2A.1   Problematic  Knowledge   Research  Task:   Quality  of  research  is  reflected  H2A.2   Higher  Order  Thinking   This  task  requires  you  to  research  responses  to  George  Orwell’s  essays   in  the  chosen  reviews.  Written  H6.1   Cultural  Understanding   or  writing  style  in  general.  Find  three  responses  that  have  been  printed   response  shows  a  deepening  H6.2   Metalanguage   in  a  variety  of  mediums,  e.g.  a  literary  journal  or  text,  a  newspaper,  a   understanding  of  how  context   website.   After   reading   each   response   carefully   you   are   to   write   a   750  H6.4     and  perspectives  impact   word   essay   that   discusses   which   response   you   favour   and   why.   Your  H10.3   response  must  present  a  clear  argument  that  is  supported  by  examples   interpretations  of  Orwell’s     from  each  review  and  at  least  TWO  of  Orwell’s  essays.  (Resource  #17)   essays.  H4.1   Metalanguage   Homework  Task  :   Written  response  shows   Extended  Response:   Bianca Hewes – Davidson High School
  • 14. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH6.1   Deep  Understanding   ‘Clarity  of  language  and  thought  is  a  common  theme  in  Orwell’s  essays.   consideration  of  themes  and  H6.2   How  is  this  theme  expressed  in  ‘Politics  and  the  English  Language?’   the  techniques  used  to  convey   this.  H6.3   Student  Direction   Homework  Task  :   Student  responses  reflect  an       Complete  journal  entry  #8.   engagement  with  the  essay  and     a  valuing  of  their  own   interpretation  of  the  essay.     “I seemed to be making this descriptive effort almost against my will…”Phase 6: Analysis of ‘Why I Write’ (Summer, 1946) using ‘The Frames’ Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read   the   essay   ‘Why   I   Write’   aloud   as   a   class.   Discuss   responses   to   journal  entries  and   Journal  Entries  #1  and  #8.  (Allow  time  for  students  to  complete  these   contribute  own  ideas     if  necessary.)   about  the  essays  to  class   discussion.    H1.3   Problematic  Knowledge   CULTURAL  FRAME:   Notes  taken  reflect   Substantive  Communication   Students   identify,   discuss   and   record   the   elements   of   the   essay   that   development  of  student’s     Explicit  Quality  Criteria   reflect  Orwell’s  context.       skills  in  identifying  the   High  Expectations   influence  of  context  on  a   text.     Bianca Hewes – Davidson High School
  • 15. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH4.1   Metalanguage   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   Deep  Understanding   Think  Share  Pair:  Students  to  complete  an  analysis  of  the  essay  based   development  of  student’s   on  those  modeled  by  the  teacher  previously.  These  are  shared  with  a   skills  in  analysis.   partner  and  then  checked  by  teacher.  H4.1   Metalanguage   Read   through   the   essay   again   then   identify   and   make   a   list   of   the   The  quality  of  information   essay-­‐writing   techniques   used.   Complete   the   table   on   the   hand   out.   included  in  the  table   (Resource  #18)       indicates  an  ability  to   identify  poetic  techniques.     Written  response  shows   consideration  of  themes   HOMEWORK:  Students  to  complete  the  questions  on  ‘Why  I  Write’   and  the  techniques  used   (Resource  #18a)   to  convey  this.  H6.1   Metalanguage   CRITICAL  FRAME:   Response  shows  H6.2   Deep  Understanding   Using  the  information  from  the  last  task,  write  an  extended  response   understanding  of  H10.3   Higher  Order  Thinking   discussing  how  Orwell’s  coherent  use  of  form  and  language creates  an   techniques  used  by   intensity  of  meaning  in  ‘Why  I  Write’.   Orwell.  H8.1   Higher  Order  Thinking   Writing  Task:   Students’  responses  H8.2   Problematic  Knowledge   Students   are   to   compose   a   reflective   piece   titled   ‘Why   I   Write’   in   reflect  not  only       which  they  explore  the  motives  they  have  for  writing  and  the  impact   imagination  and  skill,  but   their   own   context   has   on   their   content   and   style.   Stronger   students   also  an  understanding  of   should   attempt   to   replicate   Orwell’s   persuasive   style.   (This   task   the  connectedness   encourages  students  to  appreciate  the  integrity  of  Orwell’s  essays  and   between  ideas,  language   their  complexity  of  ideas,  language  and  form.)   and  form.  H1.3   Inclusivity   Group  activity:   Student’s  scaffold  and  H2A.1   Students’  Self-­‐Regulation   Students   to   work   in   groups   of   four   students   for   this   activity.   Each   written  response  reveals  a  H2A.2   High  Expectations   group   is   given   three   cards.   One   has   a   thesis   point/line   of   argument   sophisticated  use  of  H4.1   Social  Support   written   on   it,   the   other   two   will   have   the   title   of   an   essay   on   it.   language  as  well  as  a   (Resource  #21).  In  groups  students  are  to  find  evidence  from  the  two  H6.2   Higher  Order  Thinking     complexity  of  thought   Bianca Hewes – Davidson High School
  • 16. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH10.1   Deep  Knowledge   given  essays  for  the  line  of  argument  given.  Students  then  scaffold  a   when  considering  the       six  paragraph  essay  responding  to  the  question:   value  of  Orwell’s  essays   ‘The  essays  of  Orwell  are  both  challenging  and  idealistic.’  Discuss.   and  the  ways  in  which  to   Students  should  use  this  scaffold  to  write  the  essay  independently  at   support  and  sustain  a  line   home  and  bring  back  to  the  group  for  peer-­‐assessment.       of  argument.    H6.3   Student  Direction   Homework  Task:   Student  responses  reflect   Students  to  complete  journal  entry  #9.   an  engagement  with  the     essay  and  a  valuing  of     their  own  interpretation   of  the  essay.     High  Expectations   Students  are  given  Assessment  Task  notification  (Resource  #22).     Students  show  an   Time  is  spent  explaining  requirements  of  task.   understanding  of  task.       Bianca Hewes – Davidson High School
  • 17. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks “All writers are vain, selfish, and lazy, and at the very bottom of their motives there lies a mystery.”Phase 7: Analysis of ‘Writers and Leviathan’ (Summer, 1948) using ‘The Frames’; Practice Assessment Task Syllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H4.2   Engagement   SUBJECTIVE  FRAME:   Students  have  completed  H8.2   Read   the   essay   ‘Writers   and   Leviathan’   aloud   as   a   class.   Discuss   journal  entries  and   responses   to   Journal   Entries   #1   and   #9.   (Allow   time   for   students   to     complete  these  if  necessary.)   contribute  own  ideas  about     the  essays  to  class   discussion.  H1.3   Problematic  Knowledge   CULTURAL  FRAME:   Notes  taken  reflect   Substantive   Students   identify,   discuss   and   record   the   elements   of   the   essay   that   development  of  student’s     Communication   reflect  Orwell’s  context.       skills  in  identifying  the   influence  of  context  on  a   text.  H4.1   High  Expectations   STRUCTURAL  FRAME:   Notes  taken  reflect  H4.2   Explicit  Quality  Criteria   Teacher  to  model  an  analysis  of  the  essay  for  the  class,  students  to  take   development  of  student’s   notes  on  their  copy  of  the  essay.     skills  in  analysis.  H1.3   Deep  Understanding   CRITICAL  FRAME:   Quality  of  Venn  H2A.1   Problematic  Knowledge   Students   are   to   find   a   critical   response   to   Orwell   as   an   essayist   and   diagram/concept  map   Deep  Knowledge   writer.  (Online  or  from  library)  Have  students  identify  how  the  response   reveal  increasingly   reflects  the  context  of  the  writer  and  the  values  held  by  this  individual.     Higher  Order  Thinking   Students   then   go   back   to   their   original   subjective   response   to   the   essay   sophisticated   understanding  of  the   (Journal   Entries   #1   and   #8)   and   consider   how   their   response   is     similar/different   to   one   of   the   critical   responses   they   have   read.   This   module  and  the  approach   should  form  the  basis  of  a  Venn  diagram.  (Resource  #20)   to  it.   Bianca Hewes – Davidson High School
  • 18. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeksH2A.2   Problematic  Knowledge   CRITICAL  FRAME:   Student’s  written  response  H8.1   Higher  Order  Thinking   Students  work  in  small  groups  to  prepare  for  and  complete  the   demonstrates  an  ability  to  H8.2   Deep  Understanding   following  writing  task:   make  meaningful  H10.1   ‘Imagine   you   are   the   host   for   the   radio   program   Essayist   in   the   connection  between  text,   Spotlight.  You  have  invited  two  critics  to  discuss  the  essays  of  Orwell  on  H12A.1     the   program.   Your   two   guests   have   different   views   on   what   it   is   that   interpretation  and  context  H12A.2   gives   this   collection   of   essays   textual   integrity.   One   believes   it   is   his   as  well  as  language   fascination   with   language,   whereas   the   other   believes   it   is   his   appropriate  for  form,     fascination  with  politics.   purpose  and  audience.   Write   a   transcript   for   the   discussion,   in   which   each   speaker   is   given   equal  time  to  express  their  views  and  support  this  with  reference  to  the     essays   set   for   study.   It   will   also   feature   your   mediation   between   the   two   and   your   concluding   response   to   the   viewpoints   expressed   by   your   guests.’  H4.1   Higher  Order  Thinking   Practice  assessment  task:  Extended  Response(Resource  #23)   Written  response  shows  H6.1   Deep  Understanding   Time   is   spent   in   class   revising   the   appropriate   language,   tone,   consideration  of  themes  H6.2   Student  Self-­‐Regulation   content  and  structure  of  an  analytical  essay.  (Resource  #10)   and  the  techniques  used  to  H8.2   Students  complete  practice  task  in  class  and  use  marking  criteria   convey  this.   to  peer  mark  their  responses.  (Resource  #24)  H6.3   Student  Direction   Homework  Task:     Student  responses  reflect   Students  to  complete  journal  #10.   an  engagement  with  the       essay  and  a  valuing  of  own     interpretation  of  the  essay.   Bianca Hewes – Davidson High School
  • 19. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks “The essence of being human is that one does not seek perfection.”Phase 9: Articulating an informed personal response to the essays of OrwellSyllabus  content   Quality  Teaching   Learning  and  teaching  activities   Evidence  of  learning  H1.3   Inclusivity   Textual  Integrity  Group  Task:   Student’s  written  H2A.1   Students’  Self-­‐Regulation   Working  small  groups  students  are  to  brainstorm,  develop  and  refine  a   response  reveals  a  H2A.2   High  Expectations   response  to  the  following  question:   sophisticated  use  of  H4.1   Social  Support     language  as  well  as  a  H6.2   Higher  Order  Thinking     ‘What  features  of  Orwell’s  essays  contributes  to  their  textual  integrity   complexity  of  thought   and  the  overall  significance  of  his  work?’  H10.1   Deep  Knowledge   when  considering  the    In  your  response  you  should  consider  the  construction,  content  and       language  of  Orwell’s  essays  as  well  as  how  his  essays  has  been  received   textual  integrity  and   and  valued  in  a  variety  of  historical  and  other  contexts.  At  least  TWO   overall  significance  of   essays  should  be  discussed  in  detail  to  support  your  ideas.   Orwell’s  essays.     Presentation  of  ideas  to   These  responses  are  to  be  presented  to  the  class  in  the  form  of  a  mini-­‐ class  reveals  engagement   lesson.  Handouts  should  accompany  the  lesson.   and  deep  knowledge  of   essays.  H6.4   Problematic  Knowledge   Narrative  Writing   Imaginative  responses  of  H8.2   Explicit  Quality  Criteria   a)   Rewrite   one   of   Orwell’s   essays   as   a   narrative   from   a   different   students  reflect  insightful  H12A.2   Deep  Understanding   character’s  point  of  view.   understanding  of       b)   Deconstruct   your   creative   piece   to   identify   the   techniques   that   you   characterisation  in  chosen   have  used  to  create  meaning.  You  should  use  a  highlighter  to  highlight   essay.  Information  given   the  techniques  that  you  have  used.  You  will  then  complete  the  table  to   in  table  reveals  student  to   evaluate  your  composition  for  its  strengths  and  weaknesses.  (Resource   #27)   be  aware  of  the  strengths   Bianca Hewes – Davidson High School
  • 20. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks and  weaknesses  of  their   own  composition.  H4.1   Higher  Order  Thinking    Comparison  of  essays:   Student’s  table  shows  a  H6.1   Deep  Understanding   Compare   and   contrast   two   of   Orwell’s   essays   using   the   table   in   the   detailed  understanding  of   Metalanguage   hand  out.  (Resource  #28)     each  essay  and  the       similarities  and   differences.  H2A.2   Higher  Order  Thinking   Selecting  Essays   Selection  of  essays  shows  H4.1   Deep  Understanding   ‘The   essays   of   Orwell   have   been   included   in   numerous   Irish   and   students  engaging  with  H10.3   Metalanguage   International   essays   anthologies.   Imagine   you   are   an   editor   of   an   essays  through  thoughtful     anthology   of   essays   that   has   endured   through   time.   You   have   been   consideration  of  the   asked   to   include   two   essays   which   you   think   are   representative   of     Orwell’s   work.   Which   two   would   you   include?   What   arguments   would   relative  merits  of  each.   you  give  in  support  of  your  choice?’  H1.3   Deep  Understanding   Critical  Response:   Quality  of  written  H2A.1   Problematic  Knowledge   Students  read  a  critical  response  one  of  Orwell’s  essays.  Students  then   responses  reveals   Deep  Knowledge   go  back  to  their  own  original  subjective  response  to  the  essay  (Journal   increasingly  sophisticated   Entries   #1   and   #10)   and   consider   how   their   response   is   similar   to/     Higher  Order  Thinking   different  one  of  the  critical  responses  they  have  read.     understanding  of  the   module  and  the  approach   Students  write  a  500  word  response  to  the  following  question:     ‘How   has   a   consideration   of   the   alternative   perspective   of   Orwell’s   to  it.   essay   challenged   and/or   shed   light   upon   your   own   subjective   interpretation  of  the  essay?’  H4.1   Explicit  Quality  Criteria   Essay  Writing   Written  response  shows  H6.1   Higher  Order  Thinking   Orwell  once  said  that  ‘If  liberty  means  anything  at  all,  it  means  the  right   consideration  of  themes  H10.3   Deep  Understanding   to   tell   people   what   they   do   not   want   to   hear’.   Show   how   this   is   borne   and  the  techniques  used  H12A.1   Metalanguage   out  in  two  or  three  of  his  essays  that  you  have  studied  in  class.     to  convey  this.   a.   Develop   an   essay   plan   of   250   words.   This   plan   (including         introduction)  is  to  be  submitted  for  marking  at  the  end  of  the  lesson.   b.   Write   example   paragraphs   using   the   S.T.E.W.   structure   and   share   Bianca Hewes – Davidson High School
  • 21. Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks these  with  peers  for  suggestions/corrections.     NOTE:   (When   essay   plans   are   marked   and   redistributed   students   are   to   be   given   two   weeks   to   complete   this   1200   word   essay.   Students   must   reference  all  sources  of  information  that  is  not  their  own.)  H1.4   Cultural  Knowledge   Considering  impact  of  responder’s  context:   Students  review  shows  a  H2A.1   Problematic  Knowledge   Students   are   to   find   and   read   a   review   of/critical   response   to   Orwell   sophisticated  and  H2A.2   Deep  Understanding   from   the   perspective   of   his   contemporaries.   They   are   then   to   rewrite   insightful  analysis  of  the  H8.1   the  review  from  the  perspective  of  an  audience  in  2009.   essays  in  regards  to  a  H10.1   specific  context.   Bianca Hewes – Davidson High School

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