ENGLISH CURRICULUM 2B

19163042

Evaluation of The Pedestrian by Ray Bradbury in terms of

how it fits the Module The Craft of Writing in the Standard
English Course

Sequence of two lesson plans based on the chosen feature: the

dystopian mode

Handout 1

Handout 2

Accompanying Power Point Presentation

Justification of the text: The Pedestrian by Ray Bradbury

The Standard Craft of Writing Module requires students to ‘analyse at least two challenging

short prescribed texts as well as texts from their own wide reading, as models and stimulus

for the development of their own ideas and written expression’ (NSW Education Standards

Authority (NESA), 2017). The Pedestrian by Ray Bradbury is a short story written in the

dystopic genre. As a ‘quality text’ (NESA, 2017), the dystopia of The Pedestrian provides a

short yet powerful literary prompt for Standard students to produce their own experimental

work. As Smith writes, ‘experimentation is fundamental to creativity’ (Smith, 2005). The

dystopia of The Pedestrian, a product of its time and situation, acts as a springboard for

students to investigate fears and anxieties about the world and plan, draft and edit two

original compositions: a visual representation and piece of imaginative creative writing.

Students work individually and collaboratively responding to ‘situations’ (text types),

communicating their ideas with ‘power and increasing precision’ (NESA, 2017), analyzing

Bradbury’s use of language, recognizing that Bradbury’s dystopic work is a quality work,

engaging with the process of writing.

Bradbury’s dystopia has a ‘situation’ which shapes the meaning of the text; 1950’s America.

The context map illustrated in Handout 1 shows the various influences Bradbury has a writer

in his context and shows the various ways that The Pedestrian could have been read.

Studying The Pedestrian in light of its ‘situation’ and context guides students in deep

analysis where students can ‘appreciate, analyse and assess the importance and power of

language’ (NESA, 2017) as Kress writes: English is the ‘means for understanding the relation

of an inner world of imagination and desire with the outer world of culture and of social

demands' (Kress, 2002). With reference to The Pedestrian, Standard students learn that the
craft of writing is derived from the ‘situation’ and that they are expected to produce in

different forms and ‘for different purposes’ (Gannon, 2011). In terms of teaching this, in my

own lesson design, students were given the opportunity to draft their own imaginative

creative writing piece in response to a ‘situation’ determined by a text type. Students have the

opportunity to imaginatively re-create literature (Adams, 2010). In framing the lesson with

dystopic fiction, students experimented with devices in order to shape meaning with

‘increasing precision’ (NESA, 2017). In representing their own fears and concerns about the

future world using a piece of imaginative creative writing, students have the opportunity to

work with the ‘situation’ of Bradbury’s text.

The Pedestrian is an example of powerful and precise writing which students can be inspired

by for their own work. In my lesson plans, students are required to write in the dystopic style,

adapted for specific purposes which relate to their own contextual, social, political and

personal fears and concerns about the world. In composing their own work and in evaluating

the connection to this and Bradbury’s text justifying their choices in the HSC style question

in Lesson 2, students had the opportunity to use language to convey their ideas and emotions

about Bradbury’s text with ‘power and increasing precision’ (NESA, 2017). The Pedestrian

provides the powerful and compelling world that inspires students to formulate their own

fears and anxieties about their present and future world. In my lesson design, students were

given the opportunity to write with precision by working in the dystopic style with a

particular ‘situation’ determined by the text type. In teaching the Craft of Writing Module to

a Standard cohort, students learn to apply their knowledge of literary devices by composing

with ‘power and increasing precision’ something that is true to their chosen situation (their

chosen text type). They also learn to be precise in their process of revising and editing their

work. In my lessons, in leading students through a variety of activities, they learn to develop
their writing in the context of a ‘situation’ exploring ‘possible permutations and realizations

of texts in and to of their original contexts’ (Pope, 1995).

Bradbury uses language creatively and imaginatively for a range of purposes. There is much

to highlight for students. In the first paragraph for instance, Bradbury creates a discord

between place and subject by subverting traditional word order, displacing ‘Mr. Leonard

Mead’. Students can learn to judge how a character feels about their sense of place, looking

to language, phrasing and structure for clues. He establishes a dark and depressive mood

using descriptive language describing the city as ‘silent’ ‘at eight o’clock of a misty evening

in November’. Students can learn to connect images to the mood they create, thus seeing how

authors manipulate language for specific purposes. There are composite images, ‘buckling

concrete walk’ and ‘grassy seams’ that immerse the reader in the character’s perspective

requiring readers to place and connect words and images. Students can learn read language

accounting for the visual images they conjure up. Noticeably, Bradbury continues what he

establishes in the opening, using the character’s disharmony with place to propel the text. He

‘whispers to houses’ questioning the channels of television they’re watching, repeating the

conversation emphasizing his loneliness, and then his whole sense of legitimacy with respect

to place is challenged by his confrontation with a police officer. The short story explores

fears and concerns about conformity, connection, loneliness, justification and lack of

meaning. In reading, listening to and discussing the text, students easily encounter a range of

language forms and features including imagery, voice, characterisation, point of view,

dialogue and tone, considering ‘purpose and audience’ of the dystopia that ‘carefully shape

meaning’ (NESA, 2017).

Bradbury is a reputable writer, and in encountering The Pedestrian, students learn to develop
their concept of ‘enduring, quality texts’ (NESA, 2017). Syllabus outcomes EN12-4 and

EN12-6 are viable to assess with this text. The Pedestrian has strong sense of place and a

consistent use of themes. In analyzing the dystopian text using the collaborative learning

style of Socratic circles, students develop an impression that the text is robust, meaningful

and representative of Bradbury’s world.

Finally, this text and in particular its dystopic style is effective in leading students through the

process of writing. Smith explores the value of ‘prompts’ (Pope, 1995), and The Pedestrian

can be utilized as a prompt for the ‘pre-writing’ process of composition, an essential step in

students producing their own work in incremental stages (Smith, 2005). For example, in my

first lessons, I gave students the opportunity to explore various concepts of The Pedestrian

text through discussion. Students formulated their ideas in the pre-writing stage by listening

to a section from Welles’ radio play and evaluating Welles’ situation, formulating ideas about

their own fears and concerns about the world at present and in the future, and evaluating

Bradbury’s text in light of his context lead in to a creative pre-writing stage activity all before

they drafted. Furthermore, students deepened their learning by applying their ideas to the task

of creating a visual representation of the fears and concerns in The Pedestrian. Incorporating

multiple forms of learning and various success criteria established the expectation for critical

and creative thinking, an essential cross-curriculum priority (NESA, 2017) in this pre-writing

stage. After drafting their work, Lesson 2 included the opportunity for students to work

collaboratively and independently to revise and edit their work using feedback, incorporating

creative, collaborative and constructive forms of learning (Spady, 2001). In the Gallery Walk

and workshoping activities in Lesson 2, students work collaboratively and critically to reflect,

refine and strengthen their work to produce a highly crafted imaginative text.
The Pedestrian is a valuable example of writing craft and an imaginative platform for

students to write and compose creatively. Bradbury’s text is utilized in the Standard

outcomes providing students with the ‘new and different context’ (NESA, 2017) of dystopian

fiction to analyse.
Reference List

Adams, P. (2010). Imaginative Re-creation of Literature. In S. Gannon, M. Howie & W.

Sawyer (Eds.) Charged with meaning: Re-viewing English (3rd ed.). (pp. 53-68).

NSW, Australia: Phoenix Education.

Kress, G. (2002). English for an era of instability: aesthetics, ethics, creativity and

'design'. English in Australia, (134), 15.

NSW Education Standards Authority (NESA). (2017). English Stage 6: Module C: The Craft

of Writing Support Document. Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/global/files/english-prescriptions-2019-2023-

module-c-support-document.pdf

Pope, R. (1995). Textual intervention: Critical and creative strategies for literary studies.

London, England. Psychology Press.

Smith, H. (2005). Writing experiment: strategies for innovative creative writing. Retrieved

from https://ebookcentral.proquest.com

Spady, W. (2001). Beyond Counterfeit Reforms: Forging an Authentic Future for All

Learners. Pennsylvania, USA. Scarecrow Press, Inc.

Year 12 Standard English
Lesson 1/2

Period 1 26.03.2018
12E

Lesson Plan

Pre-service teacher’s objectives:

I want to establish challenging learning goals for students in having them each
compose their own visual representation and imaginative creative writing response.
(APST 3.1)

Outcomes:
• EN12-4 adapts and applies knowledge, skills and understanding of language
concepts and literary devices into new and different contexts

Learning Intentions:
1. Students formulate their fears and concerns about state of the world at present,
making predictions about the future world.
2. Students analyse the language concepts and literary devices including genre in
Ray Bradbury’s The Pedestrian
3. Students compose their own visual representation of the fears and concerns in
the text.
4. Students begin to compose their own piece of imaginative creative writing
based on their predictions about the future world.

Success Criteria:
• Students will have an annotated Handout 1.
• Students will have produced a visual representation and shared it with me via
Google Drive
• Students will have started their piece of imaginative creative writing (to be
completed for homework).

Materials:
• Handout 1
• PowerPoint Presentation
• AV
• (Students bring their own devices)

Assumptions:
Students have read Ray Bradbury’s The Pedestrian, watched The Reading Projects
reading of the text and (without having researched The Pedestrian) have written a
short response to this question: describe how well The Reading Project’s video
captures the mood and atmosphere of Ray Bradbury’s The Pedestrian.

The Reading Project: The Pedestrian

https://www.youtube.com/watch?v=YRnFqSIflHc
Optional extension activity: listen to Justin Thomas James’ retelling
(https://www.youtube.com/watch?v=KtpDc3ySSbw), and compare and contrast it’s
effectiveness in capturing the mood and atmosphere of Bradbury’s text.

Procedures
Time Organisation Teaching/ learning activities
9:30 PP Slide 1 Do Now:
AV Give context for the clip: This radio play by Orsen Welles
adapted from a novel by H. G. Wells (War of the Worlds) was
aired on Halloween in 1938. It was presented as a series of
simulated news bulletins documenting an alien invasion.

Play: https://www.youtube.com/watch?v=Xs0K4ApWl4g
0.38-2.38, 3.29-4.12

Respond to the question prompts.

9:40 PP Slide 2 Discuss:
Introduce the definition of dystopia. Make the connection: The
Pedestrian is a dystopian text.

PP Slide 3 Students form Socratic circles to discuss what fears and

concerns they see in The Pedestrian. One student from each
group shares responses with the class.

Teacher is roving encouraging discussion.

9:55 PP Slide 4 Context:
Handout 1 Annotate Handout 1.
Students annotate the handout, responding to the question:
Where can you connect ideas about the fears and concerns in
The Pedestrian with Bradbury’s context?

Teacher is roving to check for understanding.

10:05 PP Slide 5 Create a visual representation:
Students compose their own visual representation of the fears
and concerns of Bradbury’s text.

Instruction: create one slide on a PowerPoint Presentation

using a collage of images and text to convey your
interpretation of the text.

Teacher is roving to offer suggestions to students.

10:20 PP Slide 6 Compose a piece of imaginative creative writing:
Students compose their own piece of imaginative creative
writing based on their first writing task.

Instruction: describe your 2118 dystopia using one of the

following text types:
• the opening of a short story
• a poem
• a news story / article / blog post
 • a combination of the above including a series of social
media posts
Minimum of 250 words, to be completed for homework.
Teacher roving to assist students to clarify their ideas for
their piece of imaginative creative writing.
Homework Completed Visual Representation of Ray Bradbury’s The
Pedestrian
250 words of imaginative creative writing of a 2118 dystopia.

Evaluation/ Extension
Students have the opportunity to critically engage with Bradbury’s context deepening
their understanding of the text by providing the situation. There are opportunities for
extension in students composing their own visual representation and in composing
their piece of imaginative creative writing. Students use critical and creative skills in
the process of composing their dystopian texts.

Lesson 2/2

Period 2 27.03.2018
12E

Lesson Plan

Pre-service teacher’s objectives:

I want to plan, structure and sequence collaborative learning programs so that students
develop their analytical skills with their peers. (APST 3.2)

Outcomes:
• EN12-6 investigates and explains the relationships between texts

Learning Intentions:
1. Students critique one another’s visual representations, evaluating what worked
and didn’t work.
2. In response to feedback, students ‘edit’ their visual representation, re-
evaluating and redesigning their text.
3. Students critique one another’s creative writing work.
4. Students evaluate their own creative writing piece in a written response to a
HSC sample question.

Success Criteria:
• Students will have critiqued more than 3 of their peers’ visual representations
using Handout 2.
• Students will have edited their visual representations in response to feedback
and shared it with me via Google Drive
• Students will have edited their piece of imaginative creative writing in
response to feedback and shared it with me via Google Drive
• Students will have written a paragraph responding to a HSC question.
Materials:
• PowerPoint Presentation
• Handout 2
• Pens (for every student)
• (Students bring their own devices including their homework)

Procedures
Time Organisation Teaching/ learning activities
10:30 PP Slide 7-8 Silent Gallery Walk:

Students set up their devices with their Visual Representation

on it, alongside a blank Handout 2 and a pen.

Students walk around the room to view one another’s Visual

Representations contributing to 3+ students’ Handout 2.

Teacher roving, prompting students to contribute to their

peers’ Handout 2.
10:50 PP Slide 9 Edit your work:

Students return to their own devices to read their feedback.

They have 5 minutes to make any edits or adjustments from
their feedback, before they share it with me via Google Drive.
10:55 PP Slide 10 Workshop:

Students form groups of two to share their piece of

imaginative creative writing. Students swap their work, read
their partners work and discuss using the prompts:
• What worked?
• What needs work?

Teacher roving to encourage students to share their

constructive feedback
11:15 PP Slide 11 Practice HSC question:

Students return to their seats to begin their justification:

Explain how your prescribed text from Module C influenced

your imaginative creative writing piece. In your response,
focus on ONE literary or stylistic feature that you used in your
work.

Teacher roving to assist students in crafting their response.

Homework Students complete their justification of their creative writing
piece and add to their Visual Representation and their creative
writing piece to their Assessment Portfolio.
Evaluation/ Extension
Students are given a variety of opportunities to ‘edit’ their work which is an essential
stage of their creative writing process. In light of the feedback given, students have
the opportunity to apply feedback and evaluate their work. By giving students the
opportunity to ‘workshop’ with a student they practice working collaboratively and
thinking critically and analytically about representation. The HSC practice question
provides direct relevance for students and they have the opportunity to develop this
work in preparation for their examinations. The work they produce in this lesson is a
part of a continuous assessment task which gives students the opportunity to take
ownership of their work, showcasing their craft.

Extreme social conservatism
Conservative family values
The atomic family
High level of conformity
Returning serviceman who
endured the horrors of the
war are integrating back into
society.
Women who were central to
the war effort were relegated
back to service jobs
Television became popular
Where do you see the fears and concerns in The Pedestrian?
Massive government
investments in science and
Post-war economic boom
technology Capitalism
Materialism
People are planning for
space exploration
Fear of communism
McCarthyism
Threat of the outsider
Bradbury’s world
1951
The growth of new suburbs
Growth of the middle class
The era of possibility The atomic age:
The period of history that follows the
detonation of the bomb.
Nuclear technology and atomic power.
Mutually assured destruction.
Cold war paranoia.
More of… Less of… Have you considered…

Words that come to mind:

Do Now:
https://www.youtube.com/watch?v=Xs0K4ApWl4g
Do you think this was believable?
- 2. Students will analyse the language concepts and literary
What are your fears and concerns about the
state of the world at present?
What will the world be like in 2118?
Syllabus Outcome:
EN12-4 adapts and applies knowledge, skills and
understanding of language concepts and literary devices into
new and different contexts
Learning intentions:
1. Students will formulate their fears and concerns about
state of the world at present, making predictions about
the future world.
devices including genre in Ray Bradbury’s The Pedestrian
3. Students will compose their own visual representation of
the fears and concerns in the text.
4. Students will begin to compose their own piece of
imaginative creative writing based on their predictions
about the future world.
Success Criteria:
1. Your annotated Handout 1.
2. Your visual representation – shared with me on Google
Drive
3. A start on your imaginative creative writing piece
Homework:
1. Completed imaginative creative writing piece (~250
words)
Dystopia

From The Concise Oxford Companion to English Literature:

Genre: the opposite of utopia.

A dystopian text imagines an unpleasant or catastrophic

future. It is frequently used by Science Fiction writers.

Can you think of any dystopian texts you’ve read

(books, comics), seen (TV, film) or played (video
games)?
(2009-01-01). dystopia. Oxford Reference. Retrieved 13 Mar. 2018, from http://www.oxfordreference.com.ezproxy.uws.edu.au/view/10.1093/oi/authority.20110810104815603.
What fears and concerns do you see in Bradbury’s text, The Pedestrian?
Annotate this:

Question
Create your own visual representation
• What are the fears and concerns expressed in Bradbury’s text The
Pedestrian?
• Represent this visually using a collection of images and words on ONE
PowerPoint slide.
• Share your Slide with me at 10:20am.
Your own 2118 dystopia
• Remember your fears and concerns about the state of the world and
your vision of the future from the beginning of the lesson?
• Compose a piece of imaginative creative writing describing your 2118
dystopia.
• You may write in the form of:
• the opening of a short story
• a poem
• a news story / article / blog post
• a combination of the above including
a series of social media posts
• Minimum 250 words
Do Now: Learning intentions:
1. Students will critique one another’s visual representations,
evaluating what worked and didn’t work.
Set up your visual representation on your 2. In light of their feedback, students will ‘edit’ their visual
representation, re-evaluating and redesigning their text.
devices. 3. Students will critique one another’s creative writing work.
4. Students will evaluate their own creative writing piece in a
written response to a HSC sample question.

Syllabus Outcome: Success Criteria:

EN12-6 investigates and explains the relationships between
texts
1. You have given one another constructive feedback.
2. You have critiqued more than 3 of your peers using
Handout 2.
3. Your edited visual representation – shared with me via
Google Drive
4. A written response to a HSC sample question

Homework:
• Edit and then continue your piece of creative writing
based on the feedback given by your peer.
Gallery walk
• Walk around the room
to view one another’s
visual representation
• Give one another
feedback using the
Handout 2 provided
Read your feedback and take 5 minutes
to edit your work

Share your work with me at 10:55 am

Writing Workshops
Form groups of 2

1. Read your partner’s work

2. Talk about
what worked
what needs more work
HSC practice:

Explain how your prescribed text from Module C

influenced your imaginative creative writing piece. In
your response, focus on ONE literary or stylistic
feature that you used in your work.

This is your ticket to leave.

Share it with me by 11:30 am!