1

ABSTRACT
This Program Evaluation contains a
revised unit of work for Stage 4 English:
Film Study, which incorporates
Understanding by Design, inquiry-based
learning, differentiation for students with
low English literacy and scaffolding for a
high challenge, high support learning
environment.

PROFESSIONAL TASK 17165378 Christina Manawaiti

102098 Contemporary Teacher Leadership
Autumn 2018
Stage 4 English: Film Study

You’re My Hero
SHREK
Program Evaluation

17165378 CHRISTINA MANAWAITI 1

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Table of Contents
Abstract ................................................................................................................................................... 3
Introduction and background ................................................................................................................. 3
Part A: Recommendations ..................................................................................................................... 4
The Pitch: ............................................................................................................................................ 4
Table 1: Comparative Table: You’re My Hero ..................................................................................... 6
Understanding by Design .................................................................................................................... 7
Part B: Redesigned Unit of Work ......................................................................................................... 11
English | Stage 4 | Scope and Sequence........................................................................................... 11
Concept Map..................................................................................................................................... 12
Assessment Tasks: Teacher: Formative Assessment (5%) ................................................................ 13
Table 2: Common Marking Rubric for Formative Assessment ..................................................... 13
Table 3: Rubric for Autonomous Performance (Gradual Release of Responsibility) .................... 13
Assessment Tasks 2: Teacher: Multimodal Assessment Task (20%)................................................. 14
Table 4: Common Marking Criteria ............................................................................................... 14
Multimodal Assessment Task: Student ............................................................................................. 15
Assessment Evidence ........................................................................................................................ 15
Table 5: Common Marking Criteria ( - /20) ................................................................................... 15
Storyboard template ......................................................................................................................... 16
UNIT OUTLINE – You’re My Hero (film study)................................................................................... 17
References ............................................................................................................................................ 30
Original teaching unit............................................................................................................................ 33

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 Abstract 3

Abstract
The purpose of this report is to make recommendations for the reconstruction of Stage Four

English unit: ‘Heroes in Film’ using three complementary educational frameworks: inquiry based

learning using Understanding by Design (UbD) (Wiggins & McTighe, 2005, 2012); differentiation

using the principals of Universal Design for Learning (UDL) (CAST, 2011); and scaffolding learning

using the Teaching and Learning Cycle (Gibbons, 2009, 2015). The main objective is to provide a

“high support, high challenge” learning environment for students with low English literacy capability

(Gibbons, 2015; Wilson & Devereux, 2014).

Introduction and background

This report is prepared for the English faculty of Cambridge Park High School, a government

comprehensive school for Years 7-12. The school profile demonstrates a below average ICSEA (Index

of Community Socio-Educational Advantage), with 63% of students from low socio-economic

backgrounds, and low student gains in literacy in comparison to similar schools (ACARA, My School

website, 2018). In a longitudinal study of Exemplary Teachers of Students in Poverty, Munns, Sawyer

and Cole (2013) challenge the idea that socio-economic disadvantage of students and schools has a

strong influence on educational outcomes but propose that outcomes are inherently tied to

“equitable access to high quality education” (p. 4). The focus of Munns et al’s (2013) study was to

establish the “how” of exemplary teachers’ praxis in challenging classrooms that engages students in

learning and improves academic outcomes. Hairon and Dimmock (2012) propose that professional

collaborative communities in schools that are reflexive and transform pedagogical praxis “builds

camaraderie and solidarity among teachers” (p. 412). In the interests of being an active member of

the professional learning community, and as a reflexive activity on my own pedagogical praxis, I have

evaluated a program that I taught in Stage 4 English at CPHS a year ago.

In the intervening time I have expanded my knowledge and understanding of different

approaches to teaching English including: conceptual learning through English Textual Concepts

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 Part A: Recommendations 4

(English Teachers Association, 2016); inclusivity through Universal Design for Learning (UDL) (CAST,

2011); culturally responsive pedagogies (Yunkaporta, 2009); collaborative learning (in every unit)

(Rutherford, 2014); inquiry-based learning through Understanding by Design (UbD) (Wiggins &

McTighe, 2005, 2012) and high challenge, high support teaching through the Teaching and Learning

Cycle (Gibbons, 2009, 2015). The recommendations in this report are designed to incorporate these

approaches to teaching and learning into a redesigned Stage 4 English unit on the close study of the

film, Shrek, (or adapted to any animated film). The overall learning goal of the unit to develop visual

literacy and skills is maintained by responding and composing texts, exploring language specific to

context, audience and purpose in the creation of new texts. Although Kelley (2012) recommends

implementing small and progressive changes in the workplace, my expansive approach to the

redesigned unit may at first appear daunting and unachievable however, the teaching and learning

systems all complement each other, often overlap and are easily integrated with a view to

presenting a teachable, engaging, thought-provoking and evidence-based unit.

Part A: Recommendations

The Pitch: the original unit is a close study of a film with a “strong emphasis on film techniques,

terminology/metalanguage and concepts” and focus on visual storytelling, cultural representations

in film and students’ ability to self-assess their own work” (Original Unit Outline, p. 1). The overall

design of the unit is activity-focussed and is weak in the areas of inquiry-based learning, developing

conceptual understanding, making connections between texts, demonstrating evidence of learning

linked to syllabus outcomes, challenging collaborative learning activities and the absence of

differentiation for students with low English literacy ability. Traditional education approaches which

are “hands-on without being minds-on” can lead to accidental rather than insightful learning

(Wiggins & McTighe, 2005, p. 16), therefore the primary focus in the redesigned unit is to address

areas of weakness in ‘minds-on’ activities by making evidence-based adjustments in the following

areas adapted from Table 1:

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 Part A: Recommendations 5

1. Application of the principles of Understanding by Design (UbD) using inquiry-based

learning to engage critical and creative thinking, and connected learning using backward

mapping from the summative assessment task (Wiggins & McTighe, 2005, 2012).

2. Inclusion and integration of selected English textual concepts (English Teachers’

Association (ETA) and NSW Department of Education (DoE), 2016).

3. Scaffolding of teaching and learning strategies using the four stages of the teaching and

learning cycle: building the field, modelling the genre, joint construction, and

independent writing/learning (Gibbons, 2009, 2015).

4. Provide scaffolded learning in a high-support and high-challenge environment to

develop student autonomy (Gibbons, 2015; Wilson & Devereux, 2014).

5. Incorporate challenging collaborative learning tasks such as progressive brainstorming,

dictogloss, jigsaw task, and café conversation (Johnson & Johnson, 2009; Rutherford,

2014).

These five recommendations are reduced to two key areas for discussion because of the

overlap in their application. That is, collaborative learning is part of high challenge, high

support strategies and is also used in building the field of knowledge and joint construction

when scaffolding learning. Understanding by Design incorporates conceptual and inquiry-

based learning which includes differentiation through scaffolded learning and assessment

approaches. Hence the discussion area focuses on Understanding by Design, with

incorporated applications of high-support and high-challenge learning environments, with

scaffolded and differentiated teaching strategies.

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 Part A: Recommendations 6

Table 1: Comparative Table: You’re My Hero

Original Unit Recommendation Supporting evidence

Formal assessment task does
not engage with conceptual
thinking or directly connect to
inquiry-based learning.
Whole unit lacks conceptual
development and ‘minds-on’
tasks that encourage critical
and creative thinking.
Gender bias in representation
of main theme ‘hero.’
Absence of strategies to
differentiate learning tasks to
meet the needs of students
with low English literacy skills.
Absence of learning that
develops student autonomy.
Limited development of
personal and social capability
through challenging
collaborative activities.
Backwards map whole unit from redesigned, multimodal,
assessment task. Differentiate with common marking criteria
and marking scale. Include inquiry-based projects, focus
questions and key inquiry question.
Integration of selected English textual concepts: character,
code and convention; connotation, imagery, symbol; genre;
and theme. Design concept map showing relationship
between concepts and content.
Theme of ‘hero’ is expanded to include ‘heroine’ and
examines the challenges to conventional stereotypes.
Scaffolding of teaching and learning strategies according to
the four stages of the teaching and learning cycle: building the
field, modelling the genre, joint construction, and
independent writing/learning.
Provide a high support and high challenge learning
environment to develop student autonomy.
Formative assessment criteria for level of
dependence/independence.
Incorporate challenging collaborative learning tasks such as
progressive brainstorming, dictogloss, jigsaw task, and café
conversation.
Wiggins & McTighe (2005) Understanding by design.
Wiggins & McTighe (2012) Understanding by design
guide to advanced concepts.
English Teachers’ Association and NSW Department of
Education (2016) English Textual Concepts.
Wiggins & McTighe (2005) Understanding by design.
Gibbons, P. (2015). Scaffolding language, scaffolding
learning.
Gibbons, P. (2009) English learners academic literacy
and thinking.
Wiggins & McTighe (2012) Understanding by design
guide to advanced concepts.
Gibbons, (2015). English learners academic literacy and
thinking.
Wilson & Devereux, (2014). Scaffolding theory: High
challenge, high support in Academic Language and
Learning.
Johnson & Johnson, 2009
Rutherford, 2014
Gibbons (2009). English learners…

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 Part A: Recommendations 7

Understanding by Design
The first step in applying Understanding by Design is to align the unit with the three-stage

process proposed by Wiggins and McTighe (2012) by first identifying the desired learning results;

determining acceptable evidence and finally planning learning experiences (Figure 1: Outline of

Modules, p. 1). Although the redesigned unit is not in the explicit format given by Wiggins and

McTighe (2015) there is concurrence with the key principals demonstrated by first planning the

desired learning results (the assessment task), establishing the acceptable evidence of learning (the

formative assessment tasks) and then designing learning activities for the unit outline that are

scaffolded using the teaching and learning cycle (Gibbons, 2015). The overall unit goals develop and

assess student autonomy (Wiggins & McTighe, 2012) and provides high challenge, high support

learning (Wilson & Devereux, 2014).

The multimodal assessment task (Week 9 and Multimodal Assessment: Teacher / Student) is

redesigned with a focus inquiry question: What are the defining features of this film? To

demonstrate their understanding, students have a choice of presenting a visual product (Storyboard)

or an oral presentation (The Pitch). Both modes require a written explanation and justification for

their choices with common marking criteria and quality criteria specific to the mode of presentation.

The marking criteria is designed to give “concrete and specific” feedback of student performance

(Wiggins & McTighe, 2012, p. 23) and is set according to the overall learning goals of the unit which

explores how Shrek challenges the conventions of fairytales. Shrek makes a metatextual

commentary on fairytale conventions by incorporating and disrupting the idea of the fairytale, the

hero, the princess and the villain. This is the implicit understanding being explored within the unit –

it is both high challenge and highly conceptual (Wilson & Devereux, 2014) – but it is not stated in

these terms. The students are lead to this understanding through the use of inquiry-based strategies.

The formative assessments are designed using inquiry-based projects (Film Review, Week 5

and Movie Poster, Week 7). Inquiry-based learning is not just a presentation of facts, but uses

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 Part A: Recommendations 8

questions, problems and scenarios to build student autonomy in the learning process. Wiggins and

McTighe (2005) state that students need to “experience how their own inquiries and understandings

‘essentially’ parallel those of experts, and how even key agreed-upon understandings can change

over time as a result of ongoing inquiry” (p. 122). Open-ended focus questions and inquiry questions

are designed to elicit critical thinking about the underlying concepts (see Concept Map), and to

examine how culturally and socially constructed understandings can change over time. The purpose

of the inquiry projects is to assess the level of knowledge and skills for differentiation of learning

support and areas for development in preparation for the summative assessment (Week 9).

Students are guided to achieve the criteria throughout the unit and not just for the end product. A

common marking rubric details the degree of understanding demonstrated in the performance of

the formative tasks graded as: thorough (5), substantial (4), understanding (3), partial (2) and

misunderstanding (1) with underlying criteria in understanding, effectiveness, clarity, accuracy, and

level of dependence - which are the same criteria for the summative assessment (Wiggins &

McTighe, 2012).

Each learning week has set focus questions, syllabus outcomes and conceptual learning

framed within the four stages of the teaching and learning cycle (Gibbons, 2015). Students are asked

inquiry questions that examine characterisation such as, “Are heroes flawless” and “How do cultural

and social stereotypes impact on your understanding of the ‘hero’ and the ‘princess’? This

exploration also stimulates an ethical understanding about how gender is represented in children’s

animated films in the past in Snow White, Cinderella, and Sleeping Beauty, compared to 21st century

representations in Brave, Frozen, and Tangled.

Students develop critical and creative thinking through the exploration of challenges to the

conventions of fairytales and characterisation using a comparative analysis of the main characters:

Shrek, Princess Fiona, Lord Farquaad and Donkey, against older representations of the hero (Prince

Charming), princess (Snow White), villain (Evil Queen), and ‘helpful’ friend(s) (dwarfs) in a traditional

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 Part A: Recommendations 9

fairytale, Snow White and the Seven Dwarfs1 (1937). The example of the differences in

representation between the character of Snow White in Snow White and the Seven Dwarfs (Walt

Disney Productions, 1937) and Princess Fiona in Shrek (DreamWorks, 2001) challenges the

conventional understanding of the ‘princess’ as the damsel in distress who needs rescuing by a

handsome prince (Snow White) as opposed to the martial arts enabled, self-determined, princess

with a curse in Shrek, (Fiona) who is rescued by an ogre.

Students also explore changes in technology by comparing video clips from Snow White

(1937) and complementary scenes from Shrek (2001). This allows for the exploration of codes and

conventions and genre (ETA, & DoE, 2016) specific to a particular context, audience and purpose.

The inquiry question asks: “What is the impact of technological innovations on texts, particularly

media text? (ACELY1765) and “How have these genres been rewritten for different contexts and

media?” (Week 4). As an example of applying the teaching and learning cycle (Gibbons, 2009), the

teacher builds the field of knowledge around common assumptions about genre, before modelling a

scene analysis and jointly constructing with students an analysis of another scene. Students then

work independently towards answering the focus questions. The scaffolding of learning in this way

supports the development of learner autonomy and engagement in critical thinking after

experiencing content that supplies evidence from the scenes analysed.

The Café Conversation (Week 6) is a high challenge learning task that develops students’

critical understanding of other peoples’ perspectives while also building personal and social

capability through collaborative learning (Johnson & Johnson, 2009). Students share responsibility

for ‘meaning making’ and task participation (Rutherford, 2014) while also developing interpersonal

communication skills as a progressive task towards academic language proficiency (Cummins, 2014).

Building English language proficiency is embedded throughout the teaching and learning cycle

1
“Dwarfs” was considered the correct plural form until J.R.R. Tolkien published The Hobbit and popularised the
term ‘dwarves’. Retrieved 22 April, 2018 from https://www.imdb.com/title/tt0029583/trivia?ref_=tt_ql_2
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 Part A: Recommendations 10

(Gibbons, 2009) through scaffolded strategies such as dictogloss (Week 5), jigsaw (Week 3) and

ongoing group and think, pair, share activities. According to Vass (2018) building knowledge is

“dialogic” (p.102) and therefore dependent upon socially interactive learning environments.

Does the redesigned unit for Stage 4 English: You’re My Hero, do everything intended within

the scope of Wiggins & McTighe’s (2005, 2012) principals of Understanding by Design? Not yet.

There are areas that still need developing in the Scope and Sequence. More details in assessment for

and as learning is needed. This unit is a work in progress. To incorporate the entire UbD approach

would take more practice, a sprinkle of in-class experimentation, a dash of collegial collaboration

and a dollop of reflexive praxis. With this in mind, I am presenting this unit to the English Faculty as

an opening to a conversation about unit design that achieves the desired results with consistent

measures of evidence of learning and assessment criteria.

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 Part B: Redesigned Unit of Work 11

Part B: Redesigned Unit of Work

English | Stage 4 | Scope and Sequence
Term 1 - 10 weeks
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10
Myths and legends from around the world
Focus: Grammar and punctuation. This unit will focus on the grammar and punctuation using a variety of texts to explore the way cultures use story-telling to explore the creation of the world.
Assessment of learning: Students complete an in-class reading and comprehension exam (20%). Assessment as and for learning: Peer review, teacher/student conferencing, reflection (5% class work)
Syllabus outcomes: EN4-1A, EN4-3B, EN4-5C, EN4-9E Key capabilities: difference and diversity, critical and creative thinking (CCT), Asia and Australia’s engagement
with Asia, intercultural understanding, ICT, literacy.

Term 2 - 9 weeks 3 days

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10 (3days)
Film Study NAPLAN / view film Film Study: You're My Hero close study of film: Shrek
Focus: Visual literacy, textual concepts, inquiry-based learning Students will examine the concept of what makes a hero/heroine through contrasting heroic figures in a number of animation films.
Background Naplan Tuesday-Thursday Assessment of Learning: Storyboard and Justification 20%. Assessment as and for Learning: Film Review, Café Conversation, Movie Poster (5%)
Key terms View film, viewing log Focus outcomes: EN4-1A, EN4-2A, EN4-6C, EN4-7D, EN4-9E Key capabilities: ICT, literacy, CCT, visual language, personal and social (PSC)

Term 3 - 9 weeks 4 days

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week 10 (4days)
Novel Study
Focus: Code and convention: PEEL paragraphs. This novel study covers characters, plot, setting and other novel conventions. Student develop an understanding of textual concepts.
Assessment of learning: Speech (20%). Assessment as and for learning: Peer review, teacher/student conferencing, reflection sheets (5% class work)
Focus outcomes: EN4-1A, EN4-2A Key capabilities: literacy, ICT, personal and social capability

Term 4 - 10 weeks
Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10
Introduction to Shakespeare Media: Newspapers
Focus: language forms and features Focus: code and convention: spelling, structure, language features, audience, context, purpose
Students examine the history of the Elizabethan era, Shakespeare’s style of writing, his plays and ideas. Students develop understanding of news conventions: hyperbole, emotive language, hard/soft stories.
Assessment of Learning: Leaflet (20%). Assessment as and for learning: peer review Assessment of learning: no formal assessments after reporting period. Peer review, T/S talk and reflect
Focus outcomes: EN4-2A, EN4-5C, EN4-6C, EN4-7D, EN4-8D, EN4-9E Key capabilities: civics & citizenship, ICT.

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Concept Map

Manawaiti, C. (2018). Redesigned Unit of Work: Stage 4 English: You’re My Hero. 102098 Contemporary
Teacher Leadership, Western Sydney University.

Adapted from: English Faculty, Cambridge Park High School, Sydney (Term 2, 2017). Original Unit Outline:
You’re My Hero: Stage 4 English. Board of Studies, Teaching and Educational Standards NSW
(BOSTES): Program Builder.

Source: English Teachers’ Association NSW and the State of New South Wales Department of Education (2016).
English textual concepts: Related syllabus content Stage 4. NSW Department of Education. Retrieved
from http://englishtextualconcepts.nsw.edu.au/sites/default/files/S4%20Syllabus%20Content.pdf

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Assessment Tasks: Teacher: Formative Assessment (5%)

Purpose: assessment of knowledge and skills for differentiation of levels of learning support and
areas for development over the unit and school year. Assist in preparation for degree of support for
Summative Assessment: Storyboard and Justification.

Marking criteria: each task marked out of /5 and then all 3 marks averaged for final score.

Table 2: Common Marking Rubric for Formative Assessment

5 Thorough/complete understanding of the task. Highly effective use of language. High
level of accuracy. Exceptionally clear ideas. Exceptional design, structure or layout. Full
participation in task. Independently completes task.
4 Substantial understanding of the task. Effective language use. Accurate information
with minor errors. Clear ideas and presentation. Required minimal assistance to
complete task.
3 Understands the task. Accurately represents the task but with minor errors or
omissions. Somewhat effective language use with some lack of clarity. Required
assistance to complete task.
2 Partial/incomplete understanding of task. Ineffective language use. Lacks clarity,
difficult to follow. Required moderate assistance to complete task.
1 Misunderstandings/ serious misconceptions of task. Considerable ineffective language
use. Major inaccuracies, significant errors throughout. Required considerable
assistance.

Informal: Film Review project (Week 5)

After viewing the film students are to create a half page film review. The film review is to include:
the name of the film, what the film was about, what they liked/disliked about the film, a score out of
5 and why they gave it that score. Marking focus: clarity, language use.
Reflection: consider the ways your own experience affects your response to texts.
Informal: Café Conversation (Week 6)
Using a jigsaw task, students explore other people’s perspectives on issues related to Shrek and film
making in general. Marking focus: Participation, co-operation, engagement “in-task”.
Reflection: consider how easy or difficult it was to identify someone else’s perspective.
Informal: Movie poster / advertisement project (Week 7)
After viewing the film, students will design a promotional poster that targets the demographic that
the film is intended for and to persuade them to view the film. Focus is on an eye-catching design,
the characters and a persuasive tagline. The poster is to be A3 in size.
Marking Focus: Design and layout.
Reflection: consider the ways your own experience affects your response to texts.

Table 3: Rubric for Autonomous Performance (Gradual Release of Responsibility)

Level of Independence Description
Independent Learner completes task effectively with complete autonomy
Guidance / hints Learner completes task with minimal assistance (1-2 hints or guidance)
Scaffolded Learner needs step-by-step instructions and scaffolding (graphic
organiser)
Review / Reteaching Learner needs the task simplified; requires constant feedback and
advice, review and reteaching; needs moral support
Dependent Learner cannot complete the task, even with considerable support
Source: Wiggins & McTighe (2012, Figure J.8, p. 31).

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Assessment Tasks 2: Teacher: Multimodal Assessment Task (20%)

Desired Result:
Students address the focus question: What are the defining features of Shrek? in a visual or oral
presentation of the film with a written justification for their choices in visual and oral language.

Syllabus Outcomes:
 EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies.
 EN4-2A reflect on ideas and opinions about characters, settings and events in literary texts,
identifying areas of agreement and difference with others and justifying a point of view
(ACELT1620)
 EN4-7D demonstrates understanding of how texts can express aspects of their broadening
world and their relationships within it.

Assessment Task: two options with two components

Students chose from ONE of the following:

1. Create a 6-panel storyboard AND a written 200-word justification, OR

2. Perform an oral presentation of a pitch AND a written 200-word justification.

Content:

1. Visual: Storyboard: students produce an 6-panel storyboard of either: a prelude to the film
or an alternate ending to the film. The storyboard is constructed using the template from
Week 9 and attached after marking criteria.
Quality criteria: neatness, composition, effective use of colour and a range of angles.
Written: Justification (200 words) will answer the focus question: What are the defining features of
Shrek? By explaining the process in designing the storyboard, the film techniques and camera angles
used, choice of colour, characters and justify the design.

2. Oral: The Pitch: students write a pitch designed to persuade an Australian producer to make
Shrek and perform the pitch to the teacher/class. The pitch needs to apply the template
from How to pitch a movie (Week 8) which includes genre, title, main character, goal and
obstacle. Be prepared to answer two questions from the producer/teacher.
Quality criteria: pronunciation, pacing, eye contact with audience.
Written: Justification (200 words) Will answer the focus question: What are the defining
features of Shrek? By outlining the steps taken to write the pitch for genre, theme and structural
elements specific to the film and justify the language choices made for the pitch.

Table 4: Common Marking Criteria

Mark Understanding Effectiveness Accuracy Clarity Independence
5 Thorough/complete High High Exceptional Independent
4 Substantial Effective Complete Clear Hints
3 Understands General General General Scaffolded
2 Partial/incomplete Somewhat Inaccurate lacking Reteach/review
1 Misunderstands Ineffective Major Unclear Considerable
inaccuracies support, unable to
complete task
Adapted from: Wiggins & McTighe (2012, Figure J.6, p. 29 and Figure J.9, p. 33).

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Multimodal Assessment Task: Student

Weighting: 20% Due Date: end of Week 9
Desired Result:
Students address the focus question: What are the defining features of Shrek? in a visual or oral
presentation of the film with a written justification for their choices in visual and oral language.

Assessment Task: two options with two components

Students chose from ONE of the following:

3. Create a 6-panel storyboard AND a written 200-word justification, OR

4. Perform an oral presentation of a pitch AND a written 200-word justification.

Content:

3. Visual: Storyboard: students produce an 6-panel storyboard of either: a prelude to the film
or an alternate ending to the film. The storyboard is constructed using the template from
Week 9 and attached after marking criteria.
Quality criteria: neatness, composition, effective use of colour and a range of angles.

Written: Justification (200 words) will answer the focus question: What are the defining features of
Shrek? By explaining the process in designing the storyboard, the film techniques and camera angles
used, choice of colour, characters and justify the design.

4. Oral: The Pitch: students write a pitch designed to persuade an Australian producer to make
Shrek and perform the pitch to the teacher/class. The pitch needs to apply the template
from How to pitch a movie (Week 8) which includes genre, title, main character, goal and
obstacle. Be prepared to answer two questions from the producer/teacher.
Quality criteria: pronunciation, pacing, eye contact with audience.

Written: Justification (200 words) Will answer the focus question: What are the defining
features of Shrek? By outlining the steps taken to write the pitch for genre, theme and structural
elements specific to the film and justify the language choices made for the pitch.

Pitch Guide: “My story is a (genre) called (title) about (hero) who wants (goal) despite (obstacle).”
Step 2: Identify Possible Genres: Boxofficemojo.com – find similar movies
Step 3: Identify Themes
Step 4: Identify Structural Elements
Step 5: Brainstorm Comparisons: This film could be compared to…Or…If you liked… you’ll love…

Assessment Evidence
Table 5: Common Marking Criteria ( - /20)
Mark Understanding Effectiveness Accuracy Clarity
5 Thorough/complete High High Exceptional
4 Substantial Effective Complete Clear
3 Understands General General General
2 Partial/incomplete Somewhat Inaccurate lacking
1 Misunderstands Ineffective Major inaccuracies Unclear

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 Part B: Redesigned Unit of Work 16

Storyboard template

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 Part B: Redesigned Unit of Work 17

UNIT OUTLINE – You’re My Hero (film study)

Course: Stage 4 English
Unit title: You’re My Hero
Overview:
Film study: Shrek (2001)
Weighting: 25% = 20% Assessment Task + 5% Formative Assessment
You’re My Hero focuses on the close study of one film chosen by the
teacher. Recommendations include Shrek (2001), Up (2009), or
Despicable Me (2010). This unit develops reading, writing, listening and
speaking skills in responding to, and composing texts for
understanding, interpretation and critical analysis; which builds
towards Stage 5 outcomes for response to, and composition of,
sophisticated and sustained texts.
The purpose of the unit is to engage students with print, film and digital
texts with an informed awareness of the language forms and features
and structures of visual texts used to create meaning. Students build
their field of knowledge in film techniques, terminology and
metalanguage, develop an understanding of how visual texts are
influenced by context, purpose and audience, and create new texts.
Number of Weeks: 9
25 hrs / approx. 27 lessons
3 lessons (50 mins) / week x 9 weeks
Syllabus Outcomes: English Stage 4
A student:
EN4-1A responds to and composes texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure.
EN4-2A effectively uses a widening range of processes, skills,
strategies and knowledge for responding to and composing texts in
different media and technologies.
EN4-6D identifies and explains connections between and among
texts.
EN4-7D demonstrates understanding of how texts can express
aspects of their broadening world and their relationships within it.
EN4-9E uses, reflects on and assesses their individual and
collaborative skills for learning.
Source: Board of Studies NSW (BOSTES) (2012). English K-10 Syllabus,
Volume 2: English Years 7-10.

Manawaiti, C. (2018). Redesigned Unit of Work: Stage 4 English: Heroes in Film. 102098
Contemporary Teacher Leadership, Western Sydney University.
Adapted from: English Faculty, Cambridge Park High School, Sydney (Term 2, 2017).
Original Unit Outline: You’re My Hero: Stage 4 English. Board of Studies, Teaching
and Educational Standards NSW (BOSTES): Program Builder.

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 Part B: Redesigned Unit of Work 18

KEY CONCEPTS Key Inquiry Questions

Character: students learn that: 1. Are heroes flawless?
 Characters are constructions of textual details, constructs of events and 2. How do cultural and social stereotypes impact on
settings to create narrative.
the understanding of the ‘hero’ and the ‘princess’?
 Characterisation uses resources such as description, dialogue, costume,
3. What is the impact of technological innovations on
camera angle, salience, soundtrack.
texts, particularly media text? (ACELY1765).
 Characterisation may draw on such devices as stereotype and generic
convention to reflect values. 4. What is the impact of dialogue, imagery and
Code and convention: students understand that codes and conventions are language choices in creating meaning?
social practices and are adapted in response to different purposes, effects, 5. How does the film Shrek challenge genre
audiences, contexts and media. conventions?
Connotation, imagery, symbol: students understand that:
 Imagery and symbol communicate through associations which may be
6. How have these genres been rewritten for different
personal, social or cultural. contexts and media?
 Words invite associations (connotations) in responders 7. How does the film Shrek support or challenge your
 Figurative language can invite emotional responses, potentially exclude understanding of the themes – friendship, love,
and challenge. identity, family?
Genre: students understand that genres can be adapted to times and
cultures and that generic conventions may be challenged. Key terms: genre, stereotypes, camera angle,
Theme: students understand that theme reflects or challenges values and that techniques, framing, audience, perspective, director,
interpretations arise from personal experience and culture.
actor, dolly, cinematographer, theme, connotation,
Source: English Teachers’ Association NSW and the State of New South Wales Department of imagery, symbol, convention, code.
Education (2016). English textual concepts: Related syllabus content Stage 4: Character (p.4),
Code and convention (p.5), Connotation, imagery, symbol (p. 7), Genre (p. 11), Theme (p.25).
NSW Department of Education. Retrieved from
http://englishtextualconcepts.nsw.edu.au/sites/default/files/S4%20Syllabus%20Content.pdf

Resources
Texts: Shrek (2001). Mike Myers, Eddie Murphy, Cameron Diaz. Directors: Andrew Adamson, Vicky Jenson. Dreamworks Pictures.
Websites: Edmodo or Google classroom (optional).
Cartoon/storyboard: Pixton: https://www.pixton.com/ or Comix https://www.makebeliefscomix.com/

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Assessment for learning
Formative Assessment:
 Student learning profile:
reflect on own film interests
and compare to parents
and teenagers from the
past.
 Prior knowledge – quick
quizzes and brainstorms.
 Check for understanding:
review quizzes, exit tickets, 3-
2-1 quiz, open-ended
questions.
 Film Review – peer
evaluation.
 Café Conversation –
collaborative skills.
 Poster – present to class.
Explain key features.
Literacy Focus
Assessment as learning
Formative assessment:
 Students reflect on their
understanding of key
concepts.
 Students evaluate their
use of ICT.
 Students evaluate
questions for peer review.
Reflection: consider and
analyse the ways your own
experience affects your
response to texts.
ICT Focus
Part B: Redesigned Unit of Work 19
Assessment of learning
Informal: Film Review (Week 5)
After viewing the film students are to create a half page film
review. The film review is to include; the name of the film,
what the film was about, what they liked/disliked about the
film, a score out of 5 and why they gave it that score.
Informal: Café Conversation (Week 6) Using a jigsaw task,
students explore other people’s perspectives on issues related
to Shrek and film making in general.
Informal: Movie poster / advertisement (Week 7)
After viewing the film, students will design a promotional
poster that targets the demographic that the film is intended
for and to persuade them to view the film. Focus is on an eye-
catching design, the characters and a persuasive tagline. The
poster is to be put on an A3 sheet of paper.
Summative Assessment: Multimodal project (Week 9)
Weighting: 15%
Focus question: What are the defining features of this film?
2 components:
 8 Panel Storyboard or Pitch AND
 200 word justification.
Students will produce an 6-panel storyboard of either: a pitch
to a producer to make the film, promote the film itself or an
alternative ending to the film. This storyboard will be
accompanied by a 200-word explanation of the process of
the design of the storyboard or pitch; the film techniques and
language choices that they have used and justify their use.
Syllabus outcomes: EN4-1A, EN4-2A, EN4-7D
Differentiation
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Students provide extended
written responses to source
texts.
Students demonstrate the ability
to write for specific purposes
such as film review and film
advertising using persuasive
language.
Students develop fluent
communication of thoughts
and ideas in written, oral and
multimodal media.
Students develop skill in self-
correcting and peer-correction
of spelling, grammar,
punctuation, form and structure
in writing.
Students develop visual literacy
and language skills to
understand and apply the
metalanguage of film making to
analyse meaning making in film.
Week Teaching and Learning Strategies including assessment for learning.
Syllabus Content
ICT Focus
Students make critical use of
information technologies
such as computers, internet
search engines and visual
communication tools as
essential skills to living and
working in the twenty-first
century.
Students develop
independent research and
writing skills through the use of
ICT.
Numeracy Focus
Students understand
chronology and can
sequence events accurately.
Part B: Redesigned Unit of Work 20
Utilise Universal Design for Learning principles (CAST, 2011)
which include:
 Multiple forms of representation
 Multiple forms of action and expression
 Multiple forms of engagement
These overall principles meet the requirements to differentiate
strategies including:
1. curriculum compacting
2. providing key vocabulary
3. developing individual learning goals
4. including learning centres to facilitate guided or
independent learning
5. providing a variety of stimulus materials in a range of
mediums.
Differentiated programming is achieved through
 Student learning profile including learning styles, prior
knowledge, experience, interest and talents.
Students are given a variety of options including:
 collaborative and individual learning
 project-based work
 student choice
 teacher/student dialogue around learning activities
Source: NESA https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/understanding-the-curriculum/programming/differentiated-
programming
Assessment tasks (formative and summative) are tiered using
Blooms Taxonomy and students have the choice to engage
at the level they feel most comfortable.
Resources
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 Part B: Redesigned Unit of Work 21

Week 1 Pre-test: knowledge and experience with film study, key film terms Student learning cards: adapt
Establishing prior (trailer, soundtrack, director, genre etc), camera shots/angles. from
knowledge  Student learning profile – what are your pop culture interests – http://openingpaths.org/blog/
music, sport, social media, film, TV, streaming? Subjects. Learning 2014/01/learning-profile-cards/
EN4-6C: Engage style. Skills.
personally with texts: Progressive Brainstorm In groups of 4, each group is given a large Butchers paper / white boards
recognise, explain and piece of paper with a centre circle containing the question: and marker pens, blue tack or
analyse the ways literary What makes a good film? cellotape.
texts draw on readers’  Each group has a different colour pen.
knowledge of other texts  Students brainstorm what they know, writing down the words or
and enable new concepts. Film Term Definitions Research
understanding and  Every few minutes students move to the next group’s table leaving Activity
appreciation of aesthetic their paper behind and using their group colour pen add their
qualities (ACELT1629) ideas to the next group and so on. Spelling: Copy / Cover / Write
 Once back at their original sheet the group discusses additions Each week a spelling list is
and briefly reports back to the whole group. given on Friday for re-test the
Group task: What makes a hero? What makes a heroine? following Monday.
Progressive Brainstorm as above.
Create a title page: You’re my hero.
Film term research activity: In pairs student use a dictionary to
research key terms on the activity sheet and write a sentence with
correct usage of the term.

Spelling: Copy / Cover / Write: Teacher read out loud words. Students
have spelling word list to practice each weekend.

Key terms: genre, heroic, close-up, zoom, panning, emotive, wide

shot, protagonist, animation, director.

Week 2: View 1: During screening students maintain a viewing log of key Viewing log sheets Shrek 1 & 2.
View Film events / scenes / actions / characters.
Teacher: Read out loud: Cloze Passage and short answer questions
on events in first half of film.

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This activity is designed to
fit around Term 2 NAPLAN
timetable.
Shrek is 133mins and
requires minimum 2
lessons.
EN4-1A Responds to and
composes imaginative,
informative and
persuasive texts for
understanding,
interpretation, critical
analysis, imaginative
expression and pleasure.
Week 3
Post-film
Introduction to visual
literacy
Focus question on visual
language: Connotation,
Imagery, Symbol, film
techniques and film
elements.
Part B: Redesigned Unit of Work 22
Students: think, pair, share.
View 2: Students compose viewing log
Teacher; Read out loud: Multiple choice and short answer questions.
Students: think, pair, share.
Joint construction: full plot summary dot points.
Independent: Plot summary: Students complete example cloze/word
choice paragraph, and then compose their own summary in
paragraph form. Use the plot summary dot points as key ideas in
each paragraph.
Peer review: when complete swap with another student and assist
with spelling, grammar, punctuation.
Build the Field: Visual literacy and language
Key Terms: understanding film techniques: camera shots and angles. Powerpoint: Camera angles
Powerpoint of examples and purpose of each shot type. and movements
Model: Show a scene from Shrek and freeze the frame to
demonstrate camera shots and angles. Cloze passage: Camera shots
Joint construction: Think, pair, share: Cloze passage: Camera shots and angles
and angles with Powerpoint of sample images. Work in groups on the
filmic techniques and filmic element worksheet. Provide examples Cinematography:
from Shrek and the purpose or message embodied in the technique. shot/description/purpose
Independent: students answer focus questions.
Independent: Focus question:
How does a camera shot or angle impact on the mood of a scene?
Give an example from Shrek, and explain what feeling is being
conveyed to the audience.
Build the Field: Character Traits
Jigsaw task: In groups of 4, with each member designated a key
character from Shrek, e.g. Shrek, Fiona, Lord Farquaad, Donkey. Character traits chart.
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EN4-6C recognise,
explain and analyse the
ways literary texts draw
on readers’ knowledge of
other texts and enable
new understanding and
appreciation of aesthetic
qualities (ACELT1629)
Characterisation
Focus questions:
Character.
Are heroes flawless? Are
all villains, evil or do they
have good intentions?
EN4-1A: compare the
ways that language and
images are used to
create character and to
influence emotions and
opinions
(ACELT1621)
EN4-7D: Explain and
justify personal
empathy, sympathy and
antipathy towards
characters, situations and
concerns depicted in
texts.
Week 4:
Genre, Code and
Convention
Part B: Redesigned Unit of Work 23
Students join their character expert group and jointly construct a Venn Diagram chart.
character traits chart: physical description, personality traits,
occupation, relationship to others; and the Venn diagram chart.
In the outer crescents of the Venn diagram place the qualities for the
following: Shrek: villain / hero and any mixed qualities in the centre.
Princess Fiona: damsel in distress / heroine / and mixed qualities.
Donkey: hero / annoying side-kick and mixed qualities.
Lord Farquaad: villain / hero and mixed qualities.
Joint construction: Each character expert returns to their original
group to jointly prepare a group report on each character answering
the analysis prompts:
 Shrek is a hero because….
 Shrek is not a hero because….
 In the beginning Shrek was not a hero but he changed because…
Adapt for the remaining characters:
 Fiona is / is not a damsel in distress… but changed…
 Donkey is / is not an annoying side-kick… but changed…
 Lord Farquaad is / is not a villain… but changed…
Independent: Answer the focus questions:
Are heroes flawless?
Are all villains, evil or do they have good intentions?
Build the field: Classic fairytale conventions (use examples from other Powerpoint of classic fairytale
films such as Snow White, Cinderella, Sleeping Beauty). conventions.
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 Part B: Redesigned Unit of Work 24

What are the common assumptions made about heroes (the Film extracts: Snow White and
Focus Question: Genre. handsome prince), villains and princesses (damsel in distress)? View Shrek
How does the film Shrek video clips. Contrast Snow White’s prince and princess with Shrek and Snow White: Smile and a song
challenge genre Princess Fiona. Compare and contrast the villains – the evil https://youtu.be/hQZ6zzLpoNQ
conventions? stepmother and Lord Farquaad and the side-kicks (Donkey and
EN4-6D investigate how dwarfs) Princess Fiona sings:
visual and multimodal Genre: definition and examples from multiple film types e.g. crime, https://youtu.be/fM3VLM_kl_8
texts allude to or draw on romance, science fiction, adventure, comedy, drama.
other texts or images to Evil Queen: mirror mirror
enhance and layer Model: Teacher: Analysis of Scene 1: the opening scene (Shrek https://www.youtube.com/wa
meaning reading a fairytale book) with a focus on structure, language forms tch?v=mqmIMvWnIV8
(ACELA1548) and features, camera angles/shots.
Context/scene/action/ point of view/character/purpose of the Lord Farquaad: mirror mirror
Focus question: Code opening montage to illustrate Shrek’s character. https://www.youtube.com/wa
and Convention tch?v=H28TWyDJJ6I
How have these genres Joint construction: Teacher and students conduct analysis of the
been rewritten for ‘rescue’ scene, where Shrek and Donkey retrieve Princess Fiona from Prince Charming: rescue
different contexts and the dragon’s castle. Focus on action sequences, camera https://youtu.be/XpgXgDYlsFI
media? angles/shots, do these illustrate the traditional idea of the fairytale?
EN4-6D investigate how Shrek: rescue
visual and multimodal Independent: Answer the focus questions. https://www.youtube.com/wa
texts allude to or draw on How does the film Shrek challenge genre conventions? tch?v=OuRTx939VAQ
other texts or images to How have these genres been rewritten for different
enhance and layer contexts and media?
meaning In what ways does Princess Fiona differ from other Disney princesses?
(ACELA1548)
Week 5 Build the Field: Dictogloss
Formative Assessment: Teacher read out loud sample film review e.g. Frozen Example film reviews: Frozen,
Film Review  Definitions – clarify new terms, and then read the features of what The Boss Baby, Toy Story, Up!,
is included / not included in a film review. Despicable Me.
Focus question: Code  Students listen/teacher read again/ students listen again.
and Convention Film review
 On third reading students take notes – key ideas, words.
instructions/structure.

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 Part B: Redesigned Unit of Work 25

How do cultural and  Then ask students in pairs to share and rewrite notes. Then in
social stereotypes impact groups of four to rewrite whole text onto large sheet of paper. Film review template and star
on the understanding of checking for accurate grammar and spelling, subject-verb stickers.
the ‘hero’ and ‘princess’?
agreement, noun and verb endings.
EN4-7D engage  Finally, show students the original text and compare their texts
personally with texts and with the original for similarities and differences, and concurrence
the ways in which in meaning.
personal experiences  Checklist what to include/not to include in a film review.
and perspectives shape Model: Structure: title, target audience, plot action, theme, and
their responses to text. rating.
Joint construction: Language form and features in The Boss Baby
Focus question: review.
Connotation, imagery, Independent: Half A4 page film review for the film Shrek.
symbol. 1. Include the name of the film,
What is the impact of 2. what the film was about,
dialogue, imagery and
3. what you liked/disliked about the film,
language choices in
creating meaning? 4. the target audience,
5. a score out of 5 stars,
EN4-1A respond to and 6. and why you gave it that score.
composes imaginative,
informative and Do a draft and then put the final review on the template. Formative assessment: Movie
persuasive texts for Reflection: answer focus questions. Poster week 7
different audiences, How do cultural and social stereotypes impact on the understanding
purposes and contexts. of the ‘hero’ and ‘princess’?
What is the impact of dialogue, imagery and language choices in
creating meaning?
Goal: understanding different perspective on animated films by Café Conversation adapted
Week 6 engaging in conversation with people who represent other from
backgrounds and experiences. https://www.facinghistory.org/r
esource-library/teaching-
strategies/cafe-conversations

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 Part B: Redesigned Unit of Work 26

Group Task: Café Build: Preparation: Create 5 personalities with different cultural
Conversation: Formative backgrounds, political attitudes, education level, occupation, age,
Assessment-collaborative gender and family status. Wraparound activity:
learning Model: Teacher demonstrate a character and their perspective. https://www.facinghistory.org/r
Students: are in groups of at least 5 and allocated a personality and esource-library/teaching-
EN4-9E uses, reflects on background from which they create an identity chart of their strategies/wraparound-
and assesses their character and explore how that character might feel about the whiparound
individual and conversation topics.
collaborative skills for Joint construction: Jigsaw: form groups of the same character so that Teacher: character outlines.
learning. students can brainstorm their character, then reform into original Mixed ability group allocation.
Develop and use mixed groups to discuss their topic. Guide and focus
vocabulary for Independent: Topics: (not limited to these) conversations.
describing, analysing and 1. Technology, such as CGI and animation, will eventually put actors Facilitate post-activity
reflecting on learning out of work. discussion.
experiences. 2. Hero stories are always about male heroes.
Understand and value 3. Representations of girls / women in animation has changed in the
the differences between 21st century.
their own and others’
ways of learning. Reflect and debrief on conversations.
Wraparound activity: each student shares one idea from their
conversation.

Build the Field

Week 7 Examples of movie posters.
Formative Assessment: Structure: Tag lines, main characters/actors, title and release date, Handout: Movie Poster Project
Project: Movie Poster: Studio, eye-catching image. Instructions including:
Connotation, imagery, Language forms and features: visual text – foreground, background, Project description, project
symbol. perspective, salience, colour, mood, tone. requirements, Background,
What is the impact of Code and convention: information, persuasive. including sample quotes.
imagery and language Target Audience and purpose: kids, parents,
choices in persuading an Model: example template of a movie poster. Examples of movie posters.
audience?

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 Part B: Redesigned Unit of Work 27

Joint construction: Teacher read out loud instructions; getting started

EN4-6C explain the – design elements. Sample images to use.
similarities and Independent: or pair task. Create a movie poster/advertisement for *Handout notification for
differences in Shrek. Summative Assessment Task:
meaning and language Storyboard and justification.
between texts created Performance: oral to class or teacher; explain the key elements in
for different purposes or your poster and why you chose them (justification). *Book computer lab for
audiences. storyboard assessment task for
Notification Assessment Reflection: 2-3 classes.
Task* Due Date: end of Answer questions using examples from Shrek.
Week 9
Build the Field: The pitch ICT: need BYOD, in-class
Week 8 Model: How to pitch a movie in 9 steps laptops or computer lab.
The pitch “My story is a (genre) called (title) about (hero) who wants (goal)
Code and convention despite (obstacle).” Students can use any
In what ways can you It’s a comedy called Nerd Ops about the National Security resources supplied to date and
make a pitch Administration’s nerdiest technical people who must become field must do additional research of
compelling? operatives to save the world from a terrorist hacker organization. sources.
Step 2: Identify Possible Genres
EN4-6C understand and Boxofficemojo.com – find similar movies How to pitch a movie:
explain the ways in which Step 3: Identify Themes https://goodinaroom.com/blo
use of detail, perspective Step 4: Identify Structural Elements g/how-to-develop-a-pitch-for-
and choice of Step 5: Brainstorm Comparisons your-screenplay-a-case-study/
vocabulary connect This film could be compared to…
texts. Or…If you liked… you’ll love… Boxofficmojo
EN4-6C compare the text Step 6: Build a table to hold comparison data http://www.boxofficemojo.co
structures and language Step 7: Fill in the table m/
features of multimodal Step 8: Sort the table and look for patterns
texts, explaining how they Step 9: Improve Your Movie Pitch IMdB: movie reviews
combine to influence It’s an action comedy called Nerd Ops about two https://www.imdb.com/
audiences. competing National Security Administration computer prodigies who
must become field operatives and work together to save the world
from a terrorist hacker organization.

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EN4-2A use a range of
software, including word
processing programs, to
create, edit and publish
texts imaginatively.
(ACELY1728, ACELY1738)
Themes
Focus question:
How does the film Shrek
support or challenge your
understanding of the
themes in the film?
Week 9
Summative Assessment
Task: Storyboard and
justification
EN4-2A reflect on
ideas and opinions
about characters,
settings and events in
literary texts, identifying
areas of agreement and
difference with others
and justifying a point of
view (ACELT1620)
Part B: Redesigned Unit of Work 28
Joint Construction: Using films that students have viewed before, *Make sure computer lab
compose a pitch for Frozen or The Boss Baby or Toy Story. booked for next weeks
Independent: Focus question: In what ways can you make a pitch Assessment Task.
compelling?
Build the field: Theme is an underlying message or the big idea of a
story. This message could tell more about human nature or life in
general. Many stories have more than one theme. Study.com: Themes
Group brainstorm common themes: courage, perseverance, https://study.com/academy/le
endurance, family, friendship, trust, betrayal, acceptance, sson/theme-lesson-for-kids-
belonging, transformation definition-examples.html
Model: Example of theme in well-known film.
Joint Construction: Themes in Shrek: friendship, loyalty, love, courage,
identity, family.
Independent: What do the characters learn throughout the story? Do
the characters change at all?
Focus question:
How does the film Shrek support or challenge your understanding of
the themes in the film?
Build the Field Snow White and the 7 Dwarfs:
Storyboards: planning a film. What goes into a storyboard? Queen’s order: storyboard
Examples: Snow White and Toy Story. View. https://www.youtube.com/wa
Model: The Storyboard: Pixton.com – demonstrate a scene from an tch?v=fCvXDYmhOIQ
alternate animation film. Toy Story side-by-side
Joint construction: Think pair share: Similarities and differences storyboard and final scene.
between storyboards and comic strips. https://www.youtube.com/wa
Independent: students use Pixton.com to create a comic based on a tch?v=Z5-a9uQkzac
scene from Shrek. Computer Lab
Summative Assessment: (Task Sheet and at end of unit outline) Students have in-class time to
Focus question: What are the defining features of the film Shrek? complete assessment task and
The project, review instructions, marking criteria. Recap the pitch, film to Q & A teacher.
techniques and terminology. Storyboard template for draft.
Independent
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 Part B: Redesigned Unit of Work 29

Students complete and hand in assessment task. Pixton:

https://www.pixton.com/
Activity 3: 3-2-1, Think, pair, share. Review quiz and spelling test.
Week 10 (3 days) 1. Three things learnt from the unit.
Feedback, review and 2. Two questions that they still have. Handout Assessment marking
reflect 3. One aspect of the unit that they enjoyed. and feedback.
Review quiz and spelling test of film terms.
Teacher: Return summative assessment and whole class feedback.
Assessment Details Outcomes
Summative Assessment: Storyboard (Week 9) Weighting: 20%
Formative Assessment: Focus question: What are the defining features of the film Shrek?
5% 2 components: 6 Panel Storyboard OR The Pitch AND write a 200 word justification
Film Review Visual: Storyboard: students produce an 6-panel storyboard of either: a prelude to the film or an
Café Conversation alternate ending to the film. Quality criteria: neatness, composition, effective use of colour and a
Movie Poster range of angles. Oral: The Pitch: students write a pitch designed to persuade an Australian producer to
make Shrek and perform the pitch to the teacher/class. Quality criteria: pronunciation, pacing, eye
contact with audience. Written: Justification (200 words) will answer the focus question: What are the
Summative Assessment: defining features of Shrek? Common Marking Criteria on assessment sheet.
20% Syllabus outcomes:
Storyboard and EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts
in different media and technologies.
Justification
EN4-2A reflect on ideas and opinions about characters, settings and events in literary texts, identifying
areas of agreement and difference with others and justifying a point of view (ACELT1620)
EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within
it.
Evaluation of the Learning and Teaching
Student feedback and 3-2-1 reflection on unit.
Reflection and Evaluation Students demonstrate literacy skills and understanding of textual concepts.
Teacher: update learning profiles according to formative and summative assessment outcomes.
Evaluate teaching strategies and modify as needed or design additional learning sources.
Source: NESA (2017). K-10 Syllabus support materials: 7. Reflection and evaluation http://syllabus.nesa.nsw.edu.au/support-
materials/units/

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 References 30

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Kelley, D. (16 May, 2016). How to build your creative confidence. TEDTalks. Retrieved from

https://www.youtube.com/watch?v=16p9YRF0l-g

Munns, G., Sawyer, W., Cole, B. (Eds.) and Fair Go Team. (2013). Exemplary teachers of

students in poverty. Milton Park, Abingdon, Oxon; New York: Routledge.

New South Wales Education Standards Authority (NESA) (2017). Differentiated

programming. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-

curriculum/programming/differentiated-programming

New South Wales Education Standards Authority (NESA) (2017). Reflection and evaluation.

Retrieved from http://syllabus.nesa.nsw.edu.au/support-materials/units/

Rutherford, S. (Ed.). (2014). Collaborative learning: theory, strategies and educational

benefits: Hauppauge, New York: Nova Science Publishers, Inc., 2014.

Vass, E. (2018). Chapter 10: Building dialogic spaces through inclusive conversations. In W.

Sawyer, G. Munns, K. Zammit, C. Attard, E. Vass, C. Hatton (2018). Engaging

schooling: developing exemplary education for students in poverty (pp. 101-119).

Abingdon, Oxon; New York, NY: Routledge.

Wiggins, G. P. & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria,

Virginia: Association for Supervision and Curriculum Development, 2005.

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 References 32

Wiggins, G. P. (2012). The understanding by design guide to advanced concepts in creating

and reviewing units. Alexandria, Va.: ASCD.

Wilson & Devereux (2014). Scaffolding theory: High challenge, high support in Academic

Language and Learning (ALL) contexts. Journal of Academic Language & Learning

8(3), 91-100.

Yunkaporta, T. (2009). Our ways of learning in Aboriginal Languages. In Aboriginal

pedagogies at the cultural interface. PhD thesis, James Cook University. Department

of Education and Training, NSW.

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 Original teaching unit 33

Original teaching unit

Cambridge Park High School is a government co-educational secondary school of 696 students located in Western Sydney on the traditional
country of the Darug people.2 The school ICSEA (Index of Community Socio-educational Advantage) is 907, below the average ICSEA of 1000,
with 63% of students in the bottom quarter suggesting a low educational advantage (ACARA, 2011).

The following documents are the original Stage 4 Scope and Sequence – Year 7, 2016 retrieved from the English Faculty Handbook. The unit
outline, You’re my Hero / Stage 4 / English was supplied via USB, by my mentor while on practicum in Autumn 2017, but has no known author.

2
All data for Cambridge Park HS current for 2017, Australian Curriculum, Assessment and Reporting Authority (ACARA), 2018 retrieved from
https://myschool.edu.au/school/41835.

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 Original teaching unit 34

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 Original teaching unit 35

You're My Hero | Stage 4 | English

Summary Duration
Film study Shrek Weighting: 20% 15% Assessment Term 2
Task 5% Class work
9 weeks (Week 1 – Week 9)
Focus: Visual literacy and language

This unit will focus on visual language and film techniques and how
the use of techniques helps add to the narrative and create mood
and tone.

Assessment of Learning: Story board and Explanation

Assessment as and for Learning: Peer review, teacher/student

conferencing, video logs, reflection sheets

Unit overview Key Ideas

In this unit students, will be conducting a close study of one film. This The focus of this unit is on:
unit acts an as introduction to film, showing students how films are
 The ways stories are presented visually
made and some of the issues which are raised in certain films.
Students gain an understanding of the way in which visual texts  Introduction to the metalanguage of film
help shape meaning of their world and the wider world around  Cultural representations in film
them. Students develop their understanding of how visual texts are
 Students ability to self-assess their own work
influenced by context, purpose and audience. Teachers may
select their own films. Recommendations: Shrek (2001) or Up (2009).
Focus will be on the way stories are presented visually. A strong
emphasis will be on; film techniques, terminology/metalanguage
and concepts.

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 Original teaching unit 36

Outcomes Assessment overview

English K-10
› EN4-1A responds to and composes texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure
› EN4-2A effectively uses a widening range of processes, skills, strategies
and knowledge for responding to and composing texts in different
media and technologies
› EN4-6C identifies and explains connections between and among texts
› EN4-9E uses, reflects on and assesses their individual and collaborative
skills for learning
Informal assessment (Week 5)
Film Review: Overview
After viewing the film students are to create a film review. The film
review is to include; the name of the film, what the film was about,
what they liked/disliked about the film, a score out of 5 and why
they gave it that score. The film review is to be no more than half a
page in length.
Movie advertisement (Week 7)
Overview: After viewing the film the students will design an
advertisement for the film. The purpose is to target the
demographic that the film is intended for and to persuade them to
view the film. Focus is on the plot of the movie, the characters and
why you should go and see it. The advertisement is to be put on an
A3 sheet of paper.

Formal assessment (end of unit, Week 9) (15%)

Storyboard
2 component assessment:
 8 Panel Storyboard
 200 Word Explanation
Overview
Students will produce an 8 frame storyboard of either: a prelude to
the film, the film itself or an alternative ending to the film. This
storyboard will be accompanied by a 200-word explanation of
what is happening in their storyboard, the film techniques and
camera angles that they have used and why they have used
them.

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Content
Stage 4 - Outcome 1
 consider and analyse the ways their own
experience affects their responses to texts
 explore and appreciate the aesthetic
qualities in their own and other texts and
the power of language to communicate
information, ideas, feelings and viewpoints
 interpret the stated and implied meanings
in spoken texts, and use evidence to
support or challenge different perspectives
(ACELY1730)
 analyse how the text structures and
language features of persuasive texts,
including media texts, vary according to
the medium and mode of communication
(ACELA1543)
 recognise and analyse the ways that
characterisation, events and settings are
combined in narratives, and discuss the
purposes and appeal of different
approaches (ACELT1622)
Stage 4 - Outcome 2
 use prior knowledge and text processing
strategies to interpret a range of types of
texts (ACELY1722)
Original teaching unit 37
Teaching, learning and Differentiation
assessment
Pre-Reading Week 1
 Think-pair-share In pairs students
create a list films they have seen.
Teacher compiles list on board.
 Brainstorm: what makes a good film.
Why do students enjoy films?
 Character Discussion: Pick some of
the movies listed and talk about the
main characters. Why did they like
that character? Could they be seen
as Heroes, Why/Why not?
 Reflection: Students pick someone
(Family, Sportsman, Professional,
Other) who they see as a hero. They
then write a small paragraph on
what makes that person a hero and
why they chose that person.
 Create a Title page: You're my hero
 Pre-test unit spelling test: Read aloud
10 words that they will be
encountering throughout the unit.
Teacher chooses the Words, but they
can include; genre, technique,
camera angle, dolly, character,
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Content
Stage 4 - Outcome 2
 discuss and explain the processes of
responding and composing, identifying the
personal satisfaction and difficulties
experienced
 reflect on ideas and opinions about
characters, settings and events in literary
texts, identifying areas of agreement and
Original teaching unit 38
Teaching, learning and Differentiation
assessment
features, framing, audience, director,
cinematographer, actor.
 Compile a glossary of
metalanguage (Genre, Shots, angles,
people/jobs, camera/film types)
 List/brainstorm what makes up a film
and what you can find in a film.
(Visual elements, audio elements,
plot, characters, setting)
 Pair activity - Pick a movie hero and
describe that character to your
partner. Partner to then guess which
character and from what movie the
student has used. Students then swap
and the listener then describes their
character.
 Write a diary entry about meeting
that movie character. Dear Diary,
Today I met.........
During Weeks 2-6
Watch Film
 Students keep a viewing log of
techniques/events.
 Continue Watching film
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Content
difference with others and justifying a point
of view (ACELT1620)
 consider and apply a range of strategies to
improve their texts, including editing by
rereading and peer editing, checking
accuracy of paragraphing, grammar,
spelling and punctuation, and considering
relevance for purpose, audience and
context
 understand and use the terminology
associated with responding to and
composing digital texts
 use a range of software, including word
processing programs, to create, edit and
publish texts imaginatively (ACELY1728,
ACELY1738)
Stage 4 - Outcome 9
 articulate and reflect on the pleasure and
difficulties, successes and challenges
experienced in their individual and
collaborative learning
 understand and value the differences
between their own and others' ways of
learning in English
 understand the demands of a task and the
outcomes and criteria for planned
assessment
Original teaching unit 39
Teaching, learning and Differentiation
assessment
 Re-tell what has happened so far in
the movie. Again, get them to write 5
points of what has happened.
 10 Point plot summary. Summarise
the film into 10 dot points focusing on
main plot elements. The points should
tell what has happened to someone
who hasn't seen the film.
ICT
Edmodo session. Students are introduced to
Edmodo. Look at unit overview, assessment
tasks.
Students complete research activity
(Resource 1) Using the internet.
Informal Assessment task
Look at film review examples. Students will
create their own film review on Shrek. They
are to use the template provided.
ICT
Explanation of what genre is: A category of
artistic composition, characterized by
similarities in form, style, or subject matter.
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Content
 develop and use vocabulary for
describing, analysing and reflecting on
their learning experiences
 use and reflect on metacognitive
processes used for planning, including
brainstorming, mind mapping,
storyboarding, role-play and improvisation
 identify, plan and prioritise stages of tasks,
making use of organisational strategies, eg
drawing up a schedule, monitoring
progress and meeting deadlines
 reflect on and assess their own and others'
learning against specific criteria, using
reflection strategies, eg learning logs, blogs
and discussions with teachers and peers
Original teaching unit 40
Teaching, learning and Differentiation
assessment
Research different types of genres and
what is found in each type of genre.
Students compile a list of films and
categorise their list of films into different
genres. What makes those films fit into that
genre.
Focus on characterisation
Students complete Characterisation activity
(Resource 2)
Students complete Venn Diagram Activity
(Resource 3)
Students write a paragraph on their
favourite character from the movie and
why that character is their favourite.
Students complete A day in the life of the
protagonist activity. What do they do?
What are their responsibilities?
Use the template and students will write a
journal entry of another day, and the events
that may have happened.
Analysis Task
Scene Analysis 1
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 Original teaching unit 41

Content Teaching, learning and Differentiation

assessment
Watch a scene from the film at least twice.
Students analyse the scene themselves. Get
them to write down everything that
happened. Anything of importance. How
this scene is important for the rest of the
movie. How does it fit into the movie.

ICT

(Create instruction sheet for excel)

Students are to use Excel or a table in Word

to create a timetable of what the
antagonist may do during the day.

Students create a Journal entry for the

antagonist and share on Edmodo with the
rest of the class.

Use worksheet to do Internet Research of

Film personnel roles and the Cast and Crew
of the film chose for study.

Camera Angles/Shots focus.

Shot type analysis

Matching activity: Hand out a sheet with

shot types and their meanings. Get students
to link them up. Students will think about a

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 Original teaching unit 42

Content Teaching, learning and Differentiation

assessment
scene from one of their movies and list what
shot type was used.

Draw a shot type from one of their films on

their list.

Show students Trailer of the film chosen for

study and other movie trailers. Pause at
various times and get students to say what
camera angle it is.

Answer questions on content

Angles/Shots/Editing/Genre (Resource 5)

Analysis task

Choose a scene from the film (or film trailer)

and watch at least twice. Students answer
the following questions while watching.

Sample Questions:

 Describe what you see and hear.

 What do you notice first?
 Do you only see live action, or are there
any special effects or animation?
 Describe any words you see on the
screen.

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 Original teaching unit 43

Content Teaching, learning and Differentiation

assessment
 What do you notice about the length of
the motion picture?
 Does anything about it seem strange or
unusual?
 What other details do you notice? Pick out
key scenes that are major plot points,
highlight themes. What camera
angles/film techniques are in this scene?
Audience and purpose focus

Informal Assessment task

Brainstorm who the target audience for the

film is and why the students think so.
Students copy down brainstorm into their
books.

Look at film posters

Find and bring in posters. Look at what is

shown in the poster. What does it tell you
about the film?

In groups or pairs students create a movie

poster which also acts as an advertisement
for the film. They should target their
poster/ad for the target audience which
was discussed earlier.

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 Original teaching unit 44

Content Teaching, learning and Differentiation

assessment
Students complete a reflection/learning log
on what they did/learnt during the poster
activity.

Introduction to storyboards.

Talk about how films are planned and how

they end up as the finished product. Focus
on drawings in the frames and concept
drawings. How does a drawing turn into the
finished product?

ICT

Pixton. Students use Pixton.comPixton.com

to create a comic based on a scene from
Shrek. Explain to students that a storyboard
is like a comic.

Assessment

Storyboard assessment task

Students will produce an 8 frame storyboard

of either: a prelude to the film, the film itself
or an alternative ending to the film. And
include a 200 word explanation of what
their storyboard is about and the shots used.
Students are urged to create this at home.

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 Original teaching unit 45

Content Teaching, learning and Differentiation

assessment
Allow students to draft their work in class
and complete it at home.

*Allow at least 2 in class periods for this.

Stage 4 - Outcome 6 After viewing Weeks 7-9

 recognise, explain and analyse the ways Discuss and tell students what a theme is.
literary texts draw on readers' knowledge Brainstorm themes that are present in some
of other texts and enable new
of the movie they have seen. What themes
understanding and appreciation of
aesthetic qualities (ACELT1629) are brought up in Shrek (friendship, love,
identity, family) What scenes show us this.
 explain the similarities and differences in
meaning and language between texts Matching activity; word and meaning. Draw
created for different purposes or a table with some words and some
audiences
meanings students are to fill in the blanks.
 compare the text structures and language
features of multimodal texts, explaining Post unit spelling test. Use the same words
how they combine to influence audiences used at the beginning of the unit to gauge
(ACELY1724) student progress.
 categorise texts by content, composer and
genre considering language forms, Students complete a reflection on unit.
features and structures of texts What activities they enjoyed, how they think
 understand and explain the ways in which
they worked. What they disliked. What
use of detail, perspective and choice of would they change/ What other activities
vocabulary connect texts could they have done?
 identify and explain the links between the
ideas, information, perspectives and points
of view presented in a range of different
texts

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 Original teaching unit 46

Content Teaching, learning and Differentiation

assessment
 identify, compare and describe the
connection between texts with similar
subject matter, such as a book and its film
adaptation

Learning Across The Curriculum Evaluation

Students will use a range of software processes, including word
processing programs, online tools, audio and publishing options, to
develop and publish a multimodal presentation. The Learning
across the curriculum areas integrated in this unit include:
Information and communication technology, Critical and creative
thinking, Ethical understanding, Aboriginal and Torres Strait Islander
histories and cultures, Asia and Australia’s engagement with Asia.

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