This document outlines a Year 9 English unit on the film "Ned Kelly" based on the true story of Ned Kelly. It provides sources and rationale for the unit, explains that it follows constructivist and cognitive learning approaches, and lists the related NSW English syllabus outcomes and objectives. It then details 10 assignment options for students in the "C Layer" of learning, which focuses on gathering basic information through activities like creating a timeline, family tree, or script. Assessment will be based on completing assignments from this layer worth a total of 50 points.

1. Year 9 English
Based on a true story
Gregor Jordan’s film:
Ned Kelly

2. Sources
• Nunley’s Layered Curriculum (2006)
http://help4teachers.com
• Tomlinson, C.A, (1999), The Differentiated
Classroom, Alexandria, N.A:ASCD
• Bruning, R.H et al, (2004), Cognitive Psychology
and Instruction, Pearson, New Jersey
• Gregory, G, (2005), Differentiating instruction
with style, Thousand Oaks, C.A: Corwin Press

3. Philosophy of Unit
• Follows a constructivist
approach to education
which emphasizes the
learner’s contribution to
meaning and learning
through both individual
and social activity.
• Also follows a cognitive
approach as learners
build upon what they
already know to arrive at
their own meaning.
Nunley’s Layered
Curriculum
•C Layer: Gather
information
•B Layer: Apply or
manipulate that
information
•A Layer: Critically evaluate
an issue

4. Rationale
• Students will learn about the
concept of a text being ‘based’ on a
true story. They will learn about the
process of embellishing and editing
in the construction of a text based
on real events.
• Students will learn about appeals to
popularity and public opinion
• Students will learn to distinguish
authorial and directorial bias and
examine how this manifests itself in
relation to the portrayal of real
events
Critical and
interpretive thinking

5. Outcomes and objectives from
the NSW BOS English syllabus
Objective: Through
responding to and
composing a wide range
of texts in context and
through close study of
texts, students will
develop skills, knowledge
and understanding in
order to think in ways that
are imaginative,
interpretive and critical.
Outcome 7: A student
thinks critically and
interpretively using
information, ideas and
increasingly complex
arguments to respond to
and compose texts in a
range of contexts.

6. Students learn to:
7.1 ask perceptive and relevant questions,
make logical predictions, draw analogies
and challenge ideas and information in
texts
7.2 trace ideas and images through extended
texts
7.3 infer from and interpret texts
7.4 compare and contrast aspects of texts
7.5 recognise and explain differences
between opinions and arguments,
differences in shades of opinion and
inconsistencies
7.6 propose, support and elaborate points in
an argument and draw conclusions
7.7 explore and develop arguments in a
range of modes and media and in
imaginative, interpretive and critical
compositions
7. 8 demonstrate abstract principles through
concrete examples.
Students learn about:
7.9 the ways bias, stereotypes, perspectives
and ideologies are constructed in texts,
including the codes and phrasings that
signal them
7.10 sequence and hierarchy of ideas
7.11 generalisations, clichés, appeals
to authority, and appeals to popularity
and public opinion
7.12 the ways the language of
argument and persuasion can be adapted
for different contexts
7.13 the conventions of reasoning
including the use of logic, evidence,
refutation and identification of
digression and irrelevance,
circumlocution and ellipsis.

7. Resources
• http://mhsy9nedkelly.weebly.com/
• www.ironoutlaw.com
• www.1869glenrowan.com
• Gregor Jordan’s film Ned Kelly starring
Heath Ledger
• Optional – Robert Drewe’s My Sunshine

8. Student contract
Student Contract
I ………………………………………………. agree to undertake the unit of work
Based on a True Story.
I agree to work to the best of my ability at all times.
I agree to ask for help when I need it.
I agree to respect myself, my fellow classmates and class teacher at all times.
I agree to bahave in a manner which is conducive to a safe and productive learning
environment at all times.
I agree to prepare for class by reading and choosing from the following assessment
choices:
Assignment choices
C1 Watch Melbourne Gaol tour on youtube on the website and complete worksheet (found on
website)
10 points
C2 Construct a timeline in poster form of Ned Kelly’s life 10 points
C3 Give an informal 2 minute speech detailing Ned Kelly’s life 10 points
C4 Make a Kelly Family tree adding any crimes members have committed & their convictions 10
points
C5 Design a multiple choice test with 20 questions. Each question must have 4 alternatives, with at
least 2 being correct but one being more correct. 20 points
C6 With a partner complete the Key Scene worksheet booklet
10 points
C7 Whilst watching the film compete the question booklet.
10 points
C8 Choose a scene from the timeline of Ned’s life, Write a script for a short scene detailing events in
this scene.
Recruit some actors and present your short play for the class. 20 points
C9 Choose 15 words you have encountered whilst researching Ned’s life that you did not know
before. Make flash cards with their meaning
10 points
C10 Join the blog on the website and contribute as per instructions on the site. One point for each
contribution.
10 points
Assignment choices
B1 In groups of 2-4 discuss the narrative nature of the movie in terms of beginning, complication, anti-
climax, climax and resolution. Complete worksheet or make a poster with your findings. 10 points
B2 Chose one character, relationship and situation from each list and give a short oral presentation of
roughly 2-3 minutes discussing why this aspect was an important feature of the film. 10 points
B3 make a list of comparisons and contrasts between the film and historical primary source
documents The Jerilderie Letter and Thomas Curnow’s Statement. (found on website)
10 points
B4 Listen to Miss give a 20 minute lecture on comparisons between the film and historical
evidence. List the five main points of lecture.
10 points
Assignment choices
A1 You are Gregor Jordan and you have been asked to justify your film against claims that it
trivializes the real story.
OR Alternatively pretend you are a film critique, criticizing the film for trivialising the real
story. Make a 5-6 minute speech as well as handing in a written copy 2 pages in length.
20 points
You can do this as a podcast to be played in class, or as a speech in front of the class
A2 write a 2 page essay commenting on the use of symbolism and imagery in the film and
how it relates to popular public opinion of Ned Kelly. You must include details of the
symbolism or imagery and whether or not you thought it was affective.
20 points
This unit addresses the following syllabus objectives and outcomes:
Outcome 7: A student thinks critically and interpretively using information, ideas and
increasingly complex arguments to respond to and compose texts in a range of
contexts
Objective: Through responding to and composing a wide range of texts in context and
through close study of texts, students will develop skills, knowledge and
understanding in order to think in ways that are imaginative, interpretive and critical.
Student signature Date
…………………………………………………………………………………………

9. Student name -
C Layer – Credit is earned for learning, which comes about through listening, discussing, reading and
doing. You will be verbally assessed for each activity in this layer. You must complete this layer by
obtaining a total of 50 points before moving on.
A website has been designed for this class for easy access to resources:
http://mhsy9nedkelly.weebly.com/
Objectives Assignment choices Points Date Signature
C1 Watch Melbourne Gaol
tour on youtube on the
website and complete
worksheet (found on website)
10 points
Students learn to:
7.2 trace ideas and images
through extended texts
7.3 infer from and interpret
texts
Students learn about:
7.10 sequence and hierarchy
of ideas
C2 Construct a timeline in
poster form of Ned Kelly’s life
10 points
C3 Give a 2 minute speech
detailing Ned Kelly’s life 10
points
Learning Goals
• Learn about the life
of Ned Kelly.
• Watch the Gregor
Jordan film.
• Identify key scenes.
C4 Make a Kelly Family tree
adding any crimes members
have committed & their
convictions 10 points
C5 Design a multiple choice
test with 20 questions. Each
question must have 4
alternatives, with at least 2
being correct but one being
more correct. 20 points
Students must complete one
of these questions after
watching the film.
C6 With a partner complete
the Key Scene worksheet
booklet
10 points
C7 Whilst watching the film
compete the question
booklet.
10 points
C8 Choose a scene from the
timeline of Ned’s life, Write a
script for a short scene
detailing events in this scene.
Recruit some actors and
present your short play for
the class. 20 points
C9 Choose 15 words you
have encountered whilst
researching Ned’s life that
you did not know before.
Make flash cards with their
meaning
10 points
C10 Join the blog on the
website and contribute as per
instructions on the site. One
point for each contribution.
10 points
C Layer assessment
instruction and record
document.

10. •C1 Watch
Melbourne Gaol tour
on youtube on the
website and
complete worksheet
(found on website)
http://mhsy9nedkelly.
weebly.com/
10 points visual
and aural
Learning styles targeted and instructional strategies for C layer
activities

11. Learning styles targeted and instructional
strategies for C layer activities
• C2 Construct a timeline in poster form of Ned Kelly’s life
10 points visual, poor writing skills, artistic student
• C3 Give a 2 minute informal speech to Miss detailing Ned Kelly’s life
10 points verbal, poor writing skills
• C4 Make a Kelly Family tree adding any crimes members have committed &
their convictions
10 points visual, poor writing skills
• C5 Design a multiple choice test on Ned Kelly’s life with 20 questions. Each
question must have 4 alternatives, with at least 2 being correct but one being
more correct.
20 points higher order thinking, critical thinking, collaborative learning

12. Continued
• C6 With a partner complete the Film Key Scene worksheet booklet
10 points collaborative learning
• C7 Whilst watching the film compete the question booklet.
10 points visual, comprehension
• C8 Choose a scene from the timeline of Ned’s life. Write a script for a short
scene detailing events in this scene. Recruit some actors and present your short
play for the class.
20 points kinesthetic, dramatic students
• C9 Choose 15 words you have encountered whilst researching Ned’s life that
you did not know before. Make flash cards with their meaning you will be
randomly tested on these
10 points encoding strategy, building vocabulary
• C10 Join the blog on the website and contribute as per instructions on the site.
One point for each contribution.
10 points collaborative learning

13. B Layer assessment
and student record
document
B Layer - Credit is earned for learning, which comes about through listening,
discussing, reading and doing. You will be assessed for each activity in this layer
according to the corresponding rubric. You must complete this layer by completing
activities which can earn a possible of 30 points before moving on
Objectives Assignment choices Points Date Signature
B1 In groups of 2-4 discuss
the narrative nature of the
movie in terms of
beginning, complication,
anti-climax, climax and
resolution. Complete
worksheet or make a
poster with your findings.
10 points
B2 Chose one character,
relationship and situation
from each list and give a
short oral presentation of
roughly 2-3 minutes
discussing why this aspect
was an important feature of
the film. 10 points
B3 make a list of
comparisons and contrasts
between the film and
historical primary source
documents The Jerilderie
Letter and Thomas
Curnow’s Statement.
(found on website)
10 points
7.1 ask perceptive and
relevant questions,
make logical
predictions, draw
analogies and
challenge ideas
and information in
texts
7.3 infer from and
interpret texts
7.4 compare and
contrast aspects of
texts
7.5 recognise and
explain differences
between opinions
and arguments,
differences in
shades of opinion
and
inconsistencies
Learning Goals
• To apply the
knowledge we have
about Ned Kelly
and the compare
and contrast this
with the film
• Recognise popular
public opinion and
how this is derived
from and manifests
in various texts.
• Analyze and
critique the film in
the context of
historical texts.
B4 Listen to Miss give a 20
minute lecture on
comparisons between the
film and historical
evidence. List the five main
points of lecture.
10 points

14. B1 Activity and rubric
• B1 In groups of 2-4 discuss the narrative
nature of the movie in terms of beginning,
complication, anti-climax, climax and
resolution. Complete worksheet or make a
poster with your findings.
10 points
collaborative learning, visual, artistic,
higher order thinking, scaffolding, analysis
Student name
B Layer – Activity B1 Discuss narrative nature of film 10 points
Description of scene which
can be seen as the
following narrative
devices:
Explanation of why this scene
was used in this context
Total Mark &
Signature
Beginning
Complication
Anti-climax
Climax
Resolution

15. B2 Activity and rubric
• B2 Chose two characters, relationships or
situations and give a short oral presentation
of roughly 2-3 minutes discussing why this
aspect was an important feature of the film.
10 points
verbal, poor writing skills, higher order
thinking, critical thinking
Student name
B Layer – Activity B2 Explain why a character, relationship or situation
was important to the film (you must choose two) 10 points
Defines
character,
relationship or
situation.
1 point
Defines why
this character,
relationship or
situation
worked to keep
the audience
entertained.
2 points
Evaluates the
effectiveness
of the
character,
relationship or
situation.
2 points
Total Mark &
Signature

16. B3 Activity and rubric
• B3 make a list of comparisons and contrasts
between the film and historical primary
source documents The Jerilderie Letter and
Thomas Curnow’s Statement. (found on
website)
10 points
high order thinking, gifted readers, critical
thinking and reading
Student name
B Layer – Activity B3 Using the Jerilderie Letter & Thomas Curnow’s
statement list 5 things which were wither embellished or edited out of the
film 10 points
Comparison or contrast
1 point
Explain why/how this was or was
not used in the film
1 point
Total Mark &
Signature

19. B4 Activity and rubric
• B4 Listen to Miss give a 20 minute lecture on
comparisons between the film and historical
evidence. List the five main points of lecture.
10 points
aural, practice at distinguishing important
information from less important
information
Student name
B Layer – Activity B4 Lecture activity
List 5 important points from lecture, after the lecture make a
comment as to WHY this point is important 10 points
Important point
1 point
Why this point was important to
overall lecture
1 point
Total Mark &
Signature

20. A Layer assessment
and student record
document
A Layer - Credit is earned for learning, which comes about through listening, discussing,
reading and doing. You will be assessed for each activity in this layer according to the
corresponding rubric. You must complete this layer by completing one of the possible 20
point activities.
Objectives Assignment choices Points Date Signature
A1 You are Gregor Jordan
and you have been asked
to justify your film against
claims that it trivializes the
real story.
OR Alternatively pretend
you are a film critique,
criticizing the film for
trivialising the real story.
Make a 5-6 minute speech
as well as handing in a
written copy 2 pages in
length.
20 points
You can do this as a
podcast to be played in
class, or as a speech in
front of the class
7.6 propose, support and
elaborate points in an
argument and draw
conclusions
7.7 explore and develop
arguments in a range
of modes and media
and in imaginative,
interpretive and
critical compositions
7.8 demonstrate abstract
principles through
concrete examples.
7.9 the ways bias,
stereotypes,
perspectives and
ideologies are
constructed in texts,
including the codes
and phrasings that
signal them
7.11 generalisations,
clichés, appeals to
authority, and appeals
to popularity and
public opinion
7.13 the conventions of
reasoning including
the use of logic,
evidence, refutation
and identification of
digression and
irrelevance,
circumlocution and
ellipsis.
Learning Goals
• Evaluate text
• Evaluate popular
public opinion and your
own position.
• Prepare an effective
argument
A2 write a 2 page essay
commenting on the use of
symbolism and imagery in
the film and how it relates
to popular public opinion
of Ned Kelly. You must
include details of the
symbolism or imagery and
whether or not you thought
it was affective.
20 points
A3 either give a 10 minute
speech or hand in a 2
page essay comparing
and contrasting the Robert
Drewe book MY Sunshine,
and the Gregor Jordan film
Ned Kelly. You must say
which you though was
better.
20 points

21. A1 Activity and rubric
• A1 You are Gregor Jordan and you
have been asked to justify your film
against claims that it trivializes the real
story.
OR Alternatively pretend you are a film
critic, criticizing the film for trivializing
the real story.
Make a 5-6 minute speech as well as
handing in a written copy 2 pages in
length. 20 points
You can do this as a podcast to be
played in class, or as a speech in front
of the class
poor writing skills, public speaking
practice, guided question, critical
thinking
Student name
A1 layer assessment - Gregor Jordan speech 20 points
1 2 3 4 Total &
Signature
Organization Audience
cannot
understand
information
because
there is no
sequence of
information.
Audience
has
difficulty
following
presentation
because
student
jumps
around.
Student
presents
information
in a logical
sequence
which
audience
can follow.
Student
presents
information
in logical,
interesting
sequence
which
audience
can follow.
Subject
knowledge
Student has
displayed
no
knowledge
of historical
information
and how it
fits into the
context of
film.
Student has
displayed
knowledge
of how 1 or
2 pieces of
historical
information
fit into the
context of
the film.
Student has
displayed
knowledge
of how 3 or
4 pieces of
historical
information
fit into the
context of
the film.
Student has
used
information
from
multiple
historical
sources and
evaluated it
in the
context of
the film.
Spelling,
grammar and
punctuation
Student’s
speech has
four or
more errors.
Student’s
speech has
three errors.
Student’s
speech has
not more
than two
errors.
Student’s
speech has
no errors.
Development
of argument
Student was
not
persuasive
with no
examples.
Student’s
argument
was mildly
persuasive
with one
example.
Student’s
argument
was
persuasive
with at least
two
examples.
Student’s
argument
was highly
persuasive
giving
multiple
highly
relevant
examples.
Eye contact Student
reads all of
report with
no eye
contact
Student
occasionally
uses eye
contact, but
still reads
most of
speech.
Student
maintains
eye contact
most of the
time but
frequently
returns to
notes.
Student
maintains
eye contact
with
audience
seldom
retuning to
notes.

22. A2 Activity and rubric
• A2 write a 2 page essay commenting on
the use of symbolism and imagery in the
film and how it relates to popular public
opinion of Ned Kelly. You must
include details of the symbolism or
imagery and whether or not you thought
it was affective. Alternatively you may
write an essay comparing and
contrasting the Robert Drewe book MY
Sunshine, and the Gregor Jordan film
Ned Kelly. You must say which you
though was better.
20 points
enthusiastic readers, high order
thinking, gifted students, critical and
evaluative thinking, wide
independent reading
Student name
A layer assessment - Essay on Imagery and Symbolism in the film 20 points
1 2 3 4 Total
Organisation Little or no
attempt at
connectivity,
though
reader can
deduce some
organisation.
Missing
structures
such as
introduction
and
conclusion
Some lack
of
organisation.
Missing
structures
such as
introduction
and
conclusion.
Material well
organised;
structure could
occasionally be
clearer but
communication
not impaired.
Material
exceptionally
well
organised
including
introduction,
body and
conclusion
structure.
Subject
knowledge
Student has
displayed no
knowledge
of historical
information
and how it
fits into the
context of
film.
Student has
displayed
knowledge
of how 1 or
2 pieces of
historical
information
fit into the
context of
the film.
Student has
displayed
knowledge of
how 3 or 4
pieces of
historical
information fit
into the context
of the film.
Student has
used
information
from
multiple
historical
sources and
evaluated it
in the
context of
the film.
Spelling,
grammar and
punctuation
Student’s
speech has
four or more
errors.
Student’s
speech has
three errors.
Student’s
speech has not
more than two
errors.
Student’s
speech has
no errors.
Comment on
symbolism
and imagery.
Student
displays
some
knowledge
of
symbolism
and imagery
in film but
fails to apply
it in
relevance to
the question.
Student
displays
knowledge
of
symbolism
and imagery
in the fi
Student
displays
knowledge
of
symbolism
and imagery
in the film
and applies
this in a
relevant
manner lm.
Student
displays
knowledge of
symbolism and
imagery in the
film and
analyses it in
relevance to
the question.
Student
displays
knowledge
of
symbolism
and imagery
in the film
and
evaluates its
effect in
relevance to
the question.
Format Student has
used 12 point
font.
Structured
paragraphs