Lesson Title Perspective (Trash) Stage: 4 Year: 9 Lesson duration: 40 minutes Class/Group:

Rationale Syllabus Outcomes Syllabus Content

Participating in this activity will increase
student empathy with the characters of the
text. Additionally, students will explore
the concept of multiple "hero"
perspectives in a narrative.
 respond to and compose imaginative, informative and persuasive texts for different
EN4-1A audiences, purposes and contexts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
EN4-5C  compare the ways that language and images are used to create character, and to influence
emotions and opinions in different types of texts (ACELT1621)
 compose texts using alternative, creative and imaginative ways of expressing ideas,
recognising, valuing and celebrating originality and inventiveness
 express considered points of view and arguments on areas such as sustainability and the
environment accurately and coherently in speech or writing with confidence and fluency

Prior Knowledge Risk Assessment Resources

Familiarity with characters from the Trash Low risk. Classroom Trash text, student exercise book.
book. Ability to synthesise a creative text. movement
Learning Teaching Class
Time Guide Content/Learning Experience Assessment Techniques
Intentions Strategies Organisation
Establish context (Engagement) Discussion Diagnostic
for the lesson. The class will have a discussion about what main character they like
Intro: 5
the most and why. Trash tells a single story through multiple different The teacher will be able
minutes first person perspectives, which creates a stronger sense of empathy in Whole class
to assess engagement
the audience. This allows the text to more effectively express the
with the book through
hardships of poverty.
students' responses.
Students will refine (Exploration/Transformation/Presentation) "Imaginative
their creative Students will create two diary entries from Gardo, Raphael, or Rat's recreation of
Body: first person perspective. The entries must both be about the same thing,
writing abilities. literature" Individual
20 minutes but from a different point of view. Students will be encouraged to scan
Additionally, they (Adams, 2010,
through the book to look for vocabulary, phrases, or expressions that
will develop a their character uses and incorporate them into their own writing.
 deeper Possible scenarios: p.53-67)
understanding of  Finding the bag and its contents.
the characters from  The first police encounter.
 Setting of the trash heap.
the text.
The aim of this activity is to create two creative texts with clear
character voices, so as to have the audience correctly guess what
character the stories come from.
Students will (Celebration of completed learning) Presentation Formative
engage critically Students will read their diary entries to the class, and the class will
with their peers in attempt to guess whose perspective the story is written from. When a Peer feedback The teacher may
Conclusion: student attempts to tell whose perspective the story is written from they
order to ascertain informally assess student
15 minutes must give a reason for why they think so. Whole class
the correct understanding of the

perspective of the concept of perspective,

creative text. and ability to empathise

with characters.
Transition to next lesson
Participating in this lesson will help students to understand the context and experiences of the characters, which thereby increases their engagement with the text.