NOTE: Wk 6 and 7 have Mon & Tues as SFD in 2014

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Unit Cover Page
Unit Title
Subject/Topic
Areas
Key Words
Designed By

Reading & Responding Unit 4

Year
12 (VCE)
OC1
Level
English- This Boys Life By Tobias Wolf
Analyse, metalanguage, meaning, contexts,
SHA

Transfer
Analyse, either orally or in writing, how a selected text constructs meaning,
conveys ideas and values, and is open to a range of interpretations.
This task requires a response to a selected text, either orally or in writing. (VCE
Assessment Handbook 2008-2014.
Brief Summary of Unit (including curricular context and unit goals)
Reading and annotation of the text This Boys Life by Tobias Wolf.
Understanding of how language is used to construct meaning, contextual
presentation of authors views and values.
Vocabulary
Annotation, metalanguage, analyse, constructed meaning, contexts- authors
views and values
Year unit was originally written: 2014
Are all resources included?
Y
Are key lessons highlighted?
Y
Unit revised by
S HATTON
in 2015
Stage 1 Identify Desired Results
Established Goals

Analyse, either orally or in writing, how a selected text constructs

meaning, conveys ideas and values, and is open to a range of
interpretations.

What essential questions will be

considered?
How do authors construct meaning?
How do we know what the authors
views and values are?
How does the author use language?
How does the reader interpret the
novel?

What key knowledge will be

acquired?
Students will know: expressive, fluent
and coherent writing or, in an oral

What understandings are desired?

Students will understand: how
language is used to present characters,
themes, ideas, and how contextshistorical, social and cultural are
shown. Interpretation which
demonstrates an understanding of
ways in which the text is open to
diferent interpretations by diferent
readers.
What key skills will be acquired?
Students will be able to: use of
significant textual evidence and highly

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Try, Persevere, Achieve
response, the skilful use of highly
appropriate use of relevant
appropriate oral language conventions
metalanguage to support analysis
to engage an audience.

Stage 3 Plan Learning Experiences

KEY Resources folder
Green To Go Activity
KEY LESSONS
LINKS TO RUBRIC
SEL
Week
1
Uni
Incursi
on
Tues
week 5

Lesson 1
Learning Intention:
To have a fully
annotated complete
with notes as per the
annotation guide.
Success Criteria: I
have fully annotated
my text and have
notations about the
relevant partsthemes, characters,
locales, events.
Warm Up: Quick
Quiz: Use the Quick
Quiz multiple choice
Ques 1-10 to revisit
text knowledge.
Task:
1) Hand out rubric
and go over the
requirements.
2)Students to finalise
and ask for
clarification about
annotation of text.
Use Chapter synopsis
& Themes on IWB for
students to list at
each chapter.
COPIER ALERT!
Alternatively, print of
copies for students to
stick into texts. (7
pages, would need to
be single page to
facilitate this)
COPIER ALERT!
In small groups
students are to note
the separate parts of
the novel-

Lesson 2
Learning Intention:
To understand the
features and structure
of a memoir.
Success Criteria: I
am able to relate the
features and structure
to how the author
presents some of
their views and
values.
IWB REQUIRED

Lesson 3
Learning Intention:
To understand the
context in which the
memoir is written. (Pt
1)
Success Criteria: I
am able to make
connections to the
authors choices and
understand these in
relation to the time in
which the book is set.
Warm Up : Quick
Quiz: Use the Quick
Quiz multiple choice
Ques 22-31 to revisit
text knowledge.
Task:
TASK: BRAINSTPRM
ON BOARD ALL
RESPONSE:
Undertake a discussion
regarding why Wollf
has decided to
included particular
aspects of his life and
exclude other aspects.
What influences of this
time period does the
reader need to
consider in assessing
this?

Warm Up : Quick
Quiz: Use the Quick
Quiz multiple choice
Ques 11-21 to revisit
text knowledge.
Task:
Revisit
features of a memoir
with
Powerpoint
resource.
Students are the take
notes from this and
undertake the tasks.
These tasks will
clarify and reinforce
the features of the
text form. The tasks
will begin to clarify
the connection
between the text form
and writers
GROUP WORK: Set
views/values
two chapters per
group for them to
Discussion
create the timelines.
question: How do
The final chapter:
the titles of the
AMEN to be created by
chapters reflect the
teacher as a modelled
values of Wollf? What exercise. Timeline:

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Try,
Ch1-Fortune (P.3)
Ch 2- Uncool (p.37)
Ch 3- A whole new
deal (p.87)
Ch 4- Citizenship In
the Home (p.95)
Ch 5-Citizenship in the
School. (p.181)
Ch 6-The Amen Corner
(p.237)
Ch 7-Amen (p.283)
Discussion
question: What do
these titles represent
in the life of
Jack/Tobias? Note this
in the text at the
beginning of each
chapter.
CHARACTERS:
Characters are to be
noted when
introduced in the
novel. Character list of
some characters and
attributes in
Resources folder.
Place & Purpose
Write down 4
questions about the
author or about this
memoir that you
would like an answer
to.
Where ?
What ?
When ?
Why...? or
How?
Hand out maps of the
USA or print from
here and have
students mark areas
where Tobias/Jack
lived/travelled. These
should be annotated
in text already.
(ref to TSSM Mind Map
if required).
Salt Lake City, Seattle,
Florida, travelled

Persevere, Achieve
memories could you
demonstrate with
these? Discuss as a
class. Brainstorm on
the board ( Turboscan
or photograph for
later revision
reference)
CHARACTERS:
Tobias Wolf choses to
show the reader a
snapshot of his life.
Why would he chose
such a turbulent
time? Why did he
choose this text form?
What events have
influenced him so
much for him to
replicate them and
bare, his often
erroneous ways, to
the public?
LIST THEM and
explain what views
and values he is
presenting.
REFLECTION
Highlight the sections
of the rubric which
relate to this lesson.
Estimate at what level
your CURRENT
understanding is of
this component is at.
NOTE: THIS LESSON
COULD BE SET AS
SELF DIRECT WORK IF
THE UNI INCURSION
INTERFERS WITH IT.

Students to create a
time line using the
information from the
information from
Lesson 1. It has to
show the states and
character along with
major events in Wolfs
life. They are to decide
what global or local
events may have
influenced Wollfs
choices in what he told
and did not tell.
CHARACTERS,
EVENTS, PLACES,
AUTHORS VIEWS
AND VALUES
REFLECTION: Using
the rubricdemonstrate the
connections between
the three lessons this
week: Events, context,
authors views and
values and how these
are influencing what
the author shows the
reader.
Highlight the areas of
the rubric where this is
shown. Students to
write a paragraph on
how these factors
afect the novel and
events within it.

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Try, Persevere, Achieve
Continental Divide to
Utah, Chinook,
Cascade, Concrete.
REFLECTION: How
could the changes of
the landscape have
influenced the
memories Wollf shares
with the reader?

2
SFD on
Monda
y

Learning Intention:
To understand the
context in which the
memoir is written. (Pt
2)
Success Criteria: I
am able to make
connections to the
authors choices and
understand these in
relation to the time in
which the book is set.
I am forming my own
ideas.
Warm Up: Quick
Quiz: Use the Quick
Quiz multiple choice
Ques 32-41 to revisit
text knowledge and
imformed ideas.
NOTE: If you are
afected by the SFD,
suggest these be
placed on Edmodo or
handed out the week
before.
TASK: This can be
undertaken as in class
Socratic Seminar or if
affected by Student
Free Day by the
following.
1) Students to
create an

Learning Intention:
To be able to create a
valid response to a
prompt.
Success Criteria: I
am able to use my
knowledge of the text
together with my
ideas to form a
response.
Warm Up: Quick
Quiz: Use the Quick
Quiz multiple choice
Ques 42-51 to revisit
text knowledge and
own thinking.
TASK: Students to list
some of the social
values of the era. This
can be brainstormed
and students are
required to take notes
( also SEL). Some
ideas might be:
Guns and Gun culture
The role of women in
the post war eraRosemary is proficient
with guns but this is
not seen as unusual.
How is this culture
diferent from
Australia?

Learning Intention:
To understand how the
characters related to
each other and their
importance to the text
Success Criteria: I
am able to use
character knowledge
and my own critical
thinking to inform my
ideas about the text.
PRIZES NEEDED!
Warm Up: In groups,
student to compete to
see who can list the
most characters and
characteristics of
them. Extra points for
relationships, places
and events.
TASK: Students are to
use some knowledge
from warm up and
create mini lessons
about character/s. To
be chosen from:
Jack/Toby
Rosemary
Dwight
Roy
Skipper, Norma &
Pearl
Arthur Gayle
Chuck Bolger

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Try,
account in
Verso- app is
available on
phone or PC. It
is FREE.
2) Students to use
the log in code
3CS3A8 to log
into a Verso
class.
3) The class is
called English is
Awesome. It is
a Yr 12
dedicated class
group which
allows teachers
to flip a class.
This meets the
Staughton
Efective
Learner
component and
allows students
to engage in
the level of
discussion and
ideas we
require.
4) Students are
required to
contribute to
discussions.
The video
interview
requires for
complete notes
on what he says
about teenagers
and his life,
include any
comments he
makes about his
purpose in
writing a memoir.
Ask any
questions
relating to the
interview here.
You are required
to remain
sensible and
polite. Everyone
is required to
contribute with
one

Persevere, Achieve
The notion of
manliness and
masculinity being
associated with guns.
The association Tobias
has with guns
throughout the
memoir.
In what episodes in
the memoir does the
reader become aware
that male
values are regarded
as unquestioned and
dominant?
To what extent does
Wolf show the
damaging efects of
male attitudes on
family life and on the
next generation of
boys who are
efectively schooled
in the ethos of
violence and
aggression that these
values openly
celebrate?
Where in the
memoir does Jack
demonstrate that the
prevailing attitudes
towards manliness
are not entirely
suitable to his
character? How is his
escape from Dwight
also a rejection of the
values that Dwight
seeks to instil in him?
What are the clear
examples in the
memoir of an abuse
of power?
In what ways does
Rosemary challenge
the dominant
attitudes of the period
towards women and
mothers?
GROUP WORK:
Students are to create
mindmap outlining

Geoff & Mr
Wolff( Snr)
Ensure all characters
are covered and
students are to create
a mini lesson lasting
20mins.
Criteria:
It needs to be
engaging and
interactive.
Should nor replicate
the task of sharing
knowledge- ie:
mindmapping.
It needs to allow
students to create
notes without being
didactic.
Should not include just
handouts or
Powerpoint
presentations.
Must include ideas
which relate to how
Wolf has used
particular memories
and created a
particular view of the
character.
THIS IS BOTH G2G, SEL
and meets some of the
rubric.
REFLECTION:
Students use selfassessment to
ascertain if they are
contributing to the
task and have met the
criteria.

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Try, Persevere, Achieve
responses and
examples together
The Paris Review
with quotes and page
reading is for students numbers. Each
to synthesis what has
student is to create a
impacted on his
page of responses to
decisions of what to
one of the ideas
tell the reader. They
suggested or another
are to discuss this on
as discussed with the
line also.
teacher.
The final section is
REFLECTION: How
text to text which
do these ideas inform
requires the students
your thinking about
to work through the
the text? What has
commonalities in the
changed since your
structures and
initial reading? What
features of memoirs of has not? Students to
1950 adolescents.
create a table of what
How ethnicity, gender, has and has not
time and place can
changed for themchange what the
citing reasons for
writer focusses on.
their thinking.
Discussion is required
and everyone must
contribute.
REFLECTION: the
discussions will inform
and define the
reflection. Students
are to complete a
written response
about what they
discovered that may
inform their response
to the text. (1 page)
answer/comment
and one question

3
SFD on
Tues

PART 2:
Learning Intention:
To understand how
the characters related
to each other and
their importance to
the text
Success Criteria: I
am able to use
character knowledge

Learning Intention:
Understanding text
features, structures
and conventions
Success Criteria: I
can identify
structures, features
and conventions and
explain how they
inform my thinking.

Learning Intention:
Formulating a
response to the text
Success Criteria: I
am able to create a
written response with
a plan which meets
most of the rubric
criteria.
Warm Up: Using the

NOTE: Wk 6 and 7 have Mon & Tues as SFD in 2014

Try,
and my own critical
thinking to inform my
ideas about the text.
NO WARM UP.
TASK: Students to
present mini lessons
to remainder of the
class.
This is GREEN TO GO
and requires the
remainder of the class
to participate and take
notes as applicable.
Characters which are
not presents due to
group numbers will be
covered by the
teacher as a shared
thinking activity.
Some ideas are-the
absence of Mr Wolf
(Snr.) and Geofrey
apart from times when
Jack appears to be in
trouble. Is this
intentional or guilt?
What language gives
the idea of the type of
relationships are
important to
Toby/Jack?
REFLECTION: Is it
easier to learn or
teach? How best do
you feel you were able
to a) take in new
information b) connect
it to other information
(setting, time, events)
and c) what
connections did you
make to your own
ideas about the text?
ALSO SEL

Persevere, Achieve
IF AFFECTED BY
SFD, this lesson
can be listed on
Edmodo as a work
from home activity.
TASK: Teach or set
the Structure,
Features &
Conventions sheet as
home reading task.
Students to respond
to the questions for
each section.
They are to read
through the notes if
afect by SFD or
teacher is to teach
the areas in the
notes.
Students are to
respond to questions
lists and locate
whereHumour, irony and
imagery are used in
the text.
To what purpose are
they used and how do
they inform about the
authors views/values.
Students to construct
a series of responses
to the questions
posed which include
quotes.

prompt- Wolffs
unsparing self-portrait
shatters the image of
childhood as an
innocent time.
Discuss. Students are
to plan a response.
Task:
Cover the areas of the
question What is it?
Question,
statement,
instruction,
developmental
response.
What type of
question is it?
Reader based,
interpretation,
writer
construction.
Implicationswhat are the
connections
between text,
authors views
and the form.
Perspective
from where is
comes fromnotion of lens.
Keywords:
qualify
words-always,
sometimes,
quantifying
questions- to
what extent.
Students are to use all
resources they have
created, including
notes to respond to
the prompt. Teacher is
to allocate 3 areas of
the rubric for each
student to focus on.
This will partially be
informed by previous
lessons and Unit3,
OC1.
Reflection: Students
are to look critically at
the ongoing feedback

NOTE: Wk 6 and 7 have Mon & Tues as SFD in 2014

Try, Persevere, Achieve
and areas for
improvement. They
are to write points of
how they will improve
in these areas.

Learning Intention:
Linking and issues and
themes to the text.
Success Criteria: I
am able to understand
the purpose behind
why certain events
where portrayed as
they were. : Youth
Culture, teenage
rebellion, and
generation gap
Warm Up: Students
to research what
types of rebellion/
resistance to authority
is demonstrated in the
book. They need to
list these in their
workbooks.
Task: This period in
time was there was
little open defiance of
adult or parental
authority. We see
Jack/Toby and others
undertaking various
forms of defiance but
they are subversive
and hidden from the
authority against
which they rage.
Students to read the
extract from
Goodmans Growing
Up Absurd (1960)
and Redigans article
on Portrayals of
female teen rebellion
in Hollywood films in
the 1950s
They are to take
notes.
Questions: How do

Learning Intention:
Issues/Themes: Abuse
of power & authoritymasculinity,
militarism, gender
and violence.
Success Criteria: I
am able to
understand why
certain events were
portrayed the way
they were and the
authors purpose in
including them.
WARM UP: Students
to define what the
terms of gender,
masculinity,
militarism, violence,
are.
List in their work
books.
Task: The exploration
of the male culture in
the 1950s is one of
the most dominant
aspects of Wolfs
memoir. The re
occurring
preoccupation with
firearms, Scouts,
outdoor activities and
pursuits, the
emphasis on
hierarchy, rank,
promotion by
individual
achievement. The
importance placed
upon symbols of
achievement,
insignias, the
voyeuristic rituals of
blood sports such as

Learning Intention:
Issues/Themes:
Idealisation of the
1950, and selfdiscovery.
Success Criteria: I
am able to understand
why certain events
were portrayed the
way they were and the
authors purpose in
including them.
Warm Up: Students
to research the notion
of the 1950s as being
one of the major social
times which are
idealised. Why might
this be?
READING: Who
wants to be a
millionaire?
Warshauer (2003)
What is the American
Dream?
Notes need to be
taken
Task: Students are to
read the readings, can
be given as lead in to
class or as supported
activity in class.
The notion of the
1950s presented by
Wolf is not he
quintessential version
which we are
presented with on TV.
The social construct of
the Anglo-Saxon
nuclear family with all
the privileges aforded
them in this new

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Try,
young people in the
memoir express their
discontent or
dissatisfaction? What
evidence is there to
suggest that a
generational gap of
the 1960 s is already
looming? What exactly
comprises the idea of
youth culture in the
section Wolf
demonstrates to the
reader? What is seen
as a genuine
expression of this
growing culture and
its attitudes? How
does this beginning
cultural shift amidst
the youth reflect
changes of Gen X
(your generation) and
even the generations
which followed?

Persevere, Achieve
boxing between
children and grudge
matches as the
smokers were
designed to be. The
indoctrination of a
desire to engage in
fighting skills,
wartime service and
the carryover of
military ideals and
values to civilian life.
This creates the
notion that military
values are of the
highest social right
and responsibility.
There is also a
generalised underlay
of suspicion and
hostility towards
women which carried
over from the war era
where whilst men
were away fighting;
women were working
Reflection: Students
in previously male
to write response to
dominated roles. Wollf
the questions
encapsulates the
complete with links to machismo of post
the text with evidence war America, the dark
to events and
side of this is
characters.
demonstrated in Roy
and Dwights
characters. Much of
the power of the
narrative Wolf ofers
is the portrayal of
Rosemary in a
constant struggle to
be independent in a
world defined by male
privilege.
Reading:
The Crisis of
American Masculinity
Garland ( 2012)
Notes need to be
taken on this
QUESTIONS:
Where in the novel
does the reader
become aware that
male values are

economy. Wolf
chooses to show the
reader an alternative
of unstable family
situations, transient
lifestyles, domestic
violence,
unemployment, and
financial uncertainty
during a time which
was globally perceived
as prosperous. These
gaps between the
reality and perception
need to be examined
by the students.
Likewise, the invention
of self is one that is
not the idealised
journey for Toby/Jack
we are lead to believe
this abstract notion to
be. His falsifying of
references for his
preparatory school
application, allows Jack
to indulge in the
location of his true
identity. Jack/Toby feels
his own life has been a
denial of opportunity
and his amoral ideals
towards the truth, the
self-confessed
without heat or
hyperboles indicates
his own belief that he
is essentially a good
person.
QUESTIONS:
How would you
describe the tone of
the narrative in using
the personal past of
the narrator and his
family?
Given the uncertainty
of the times, how does
the text move towards
a convincing
demonstration of the
tensions and conflicts
of that era rather than
a comforting, sanitised

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Try, Persevere, Achieve
dominant and
unquestioned? Cite
examples.
Does Wolf show the
efects of male
dominated attitudes
on family life and the
next generation of
boys? To what extent
if any is this shown?
Are boys in the
memoir encouraged
towards an ethos of
violence and
aggression that such
values openly cater
for?
Show where in the
book Jack shows the
overriding attitudes of
manliness which are
not suitable to his
character. How does
his leaving Dwight
demonstrate a
rejection of what
Dwight tries to
indoctrinate in him?
Cite examples of the
abuse of power in the
text.
How does Rosemary
challenge the
normalised attitudes
towards women and
mothers?
Reflection: Students
are able to link the
issues/themes to
event/characters in
the text.

version of 1950s life?

Could it be that Wolfs
version of the era
challenges the reader
to think at a critical
level about the past?
That the previously
sanitised versions
ofered to us by the
movies and TV are an
indication that we too
readily accept the
simplified images
ofered to us and that
we understand little
about earlier times?
Reflection: Students
are able to link the
issues/themes to
event/characters in
the text. They are able
to demonstrate how
other views influence
the understanding of
the novel.

NOTE: Wk 6 and 7 have Mon & Tues as SFD in 2014

5
SAC
this
week

Try,
Learning Intention:
Creation of sentence
and paragraphs which
reflect students
contention.
Success Criteria: I
am able to consolidate
my contention,
together with textual
evidence, and a
theme/issue which
can be related to the
authors view/values in
to a response.
WARM UP: Planned
response to :
While Jack is seen to
be an unreliable child,
Wollf convinces us he
is a reliable narrator
Do you agree?
Task: Students to
undertake a full
written response to
the question. Each
stage to be checked
against the rubric of
OC 1 U4 and cross
checked for
improvement against
the rubric for OC1 U3.
This will involve the
teacher conferencing
with student and
checking work in class
as it progress.
Reflection: Students
to list what they need
to improve upon and
how they will
undertake this.

Persevere, Achieve
Learning Intention:
Creation of sentence
and paragraphs which
reflect students
contention.
Success Criteria: I
am able to
consolidate my
contention, together
with textual evidence,
and a theme/issue
which can be related
to the authors
view/values in to a
response.
WARM UP:
Students to list what
they are missing from
the practice piece and
what they need to do
to improve it. This
becomes a To Do
List for todays lesson.
Task: Students to
continue toundertake
a full written response
to the question. Each
stage to be checked
against the rubric of
OC 1 U4 and cross
checked for
improvement against
the rubric for OC1 U3.
This will involve the
teacher conferencing
with student and
checking work in class
as it progress.
Reflection: Students
to list what they need
to improve upon and
how they will
undertake this.