18798005 1

Nana Iwasaki

Module C: Texts and Society – Citizenship

Part one: Unit of work
Stage 6: Year 11 EAL/D English 2018

Duration: 4-5 lessons per fortnight, runs for 4 weeks

Unit Rationale:

In this unit, students will study and investigate a wide range of informative and persuasive
texts that explore the notion of what it means to be a good citizen. Through this, students
will be exposed to particular type of texts that are present in the vocational and community
settings. Students reflect a variety of language forms and features in these texts and
consider how they can be an active and responsible worker, community members and
learners in order to bring a positive change. Students will consider what can be key
attributes as a good citizen and how they can take action in the community, school and
workplace. Students will learn to write a draft and refine their own texts for the target
audience, context and purpose by understanding the ideas of spelling, grammar and
meaning of language.

This unit caters for EAL/D students at all levels; emerging, developing and consolidating
with supporting resource and material that provide students with a high challenge and
support for their learning.

Syllabus outcomes:

EAL11-1A: Responds to and composes increasingly complex texts for understanding,

interpretation, critical analysis, imaginative expression and pleasure.
EAL11-1B: Communicate information, ideas and opinions in familiar personal, social and
academic contexts.
EAL11-3: identifies, selects and uses language forms, features and structures of texts
appropriate to a range of purpose, audiences and contexts, and analyses their effects on
meaning.

Texts type:

This unit explores wide range of texts that are present in vocational, community and
academic setting which include job advertisement, cover letter, speech, WHS posters,
incident reports, websites

Language structure:

Language features to focus are a range of informative and persuasive texts

Assessment:

Formal: Creation of fact sheet, promotional poster, persuasive speech

Summative: Wide reading journal submission

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
 18798005 Nana Iwasaki

Outcomes and Suggested teaching and learning activities Evidence of Resources

content points learning
met by each
activity
Wide reading Journal Wide reading Wide reading
 This is an ongoing assessment required for provides journal sheet,
EAL11-1A Year 11 students. Students to discuss with the guidance in scaffolded
Responds to teacher on the appropriate reading listing to order to identify instruction and
and composes engage with. The list can include a variety of topics and reading lists.
increasingly text types – fiction, nonfiction, film, media, material that are
complex texts drama and digital texts. meaningful and Library booking.
for interesting to
understanding,  Students keep a record of their reading list students.
interpretation, and need to write a response of at least three
critical texts by the end of this unit. Book in for
analysis, library session
imaginative  Teacher may follow up with the students on or how to search
expression and their wide reading journal. Students may be good reading
pleasure. grouped or paired to interact with the material online
o material they are engaging (what is it they are is suggested.
reading and that they found interesting?).
EAL11-1B: Introduction to global ‘Citizenship’ Vocabulary Whiteboard and
Communicate activity: marker.
information, Citizenship: what is it about? Teacher to
ideas and  Class discusses the term ‘privilege’ and introduce
opinions in ‘responsibility’. Teacher may like to start by metalanguage to
familiar asking questions below in the context. explain what
personal, social privilege and
and academic - ‘What would you think I mean if I said you responsibility
contexts. were responsible for oraganising the mean.
swimming carnival?’ E.g. Privilege -> a
- ‘Imagine teacher is giving someone privilege?’ special right or
advantage that is
 Teacher then asks the class ‘would the available to a
sentences above mean the person is getting particular
something good or bad?’ groups of people
or person.
 Students to give examples of ‘privilege’ and
‘responsibilities’ in their lives. Students to Sentence
consider the ideas in the wider contexts. writing:
Students to write
- As a member of a family a sentence
- As a student starting with ‘as
- As a community member a student/a
- As a employee community
member and
 Students to explore the differences between employee’ to

2
Secondary Curriculum 2B
 18798005 3
Nana Iwasaki

the two words. explore the key

words ‘privilege’
and
‘responsibility’.
EAL11-1B: What makes a good citizen? Concept Whiteboard and
Communicate  Teacher to explain to the class that they will mapping: marker.
information, be discussing the important questions of Teacher and
ideas and ‘what is a citizen?’ and ‘what makes a good students will co- Sample answers
opinions in citizen?’. Teacher to write down the questions construct ideas for the questions
familiar on board. that are in the lesson.
personal, social important for ‘a
and academic  Students think-pair-share their ideas to the good citizen’. Vocabulary list.
contexts. teacher and teacher makes notes on the
board.
Students
- There will be a wide range of responses and it consider what is
could include: following rules/treating considered as
everyone with respect/following ‘being a good
rules/making a contribution in the citizen’ and what
community service by participating in impact the
volunteer society will have
if there are many
 Then, students to complete the following who carry these
questions about characteristics about a good characteristics.
citizen
- Why are these characteristics considered Students reflect
important? themselves what
- What sort of mood it creates in the characteristic of
community when people have these being a good
characteristics? citizen they
- What do you think might happen if people do currently
not have these characteristics? employ and how
- Which characteristic of being a good citizen it is good for
do you display currently? their current and
- How can you apply these characteristics from future lives.
now on?

EAL11-1B: Australian citizenship Students Australia

Communicate  Teacher hands out copies of the Australian understand what Government:
information, Citizenship – your right, your responsibility to privileges and Australian
ideas and students. Specifically direct the students to responsibilities citizenship – your
opinions in read the section of Australian values and the people have in right, your
familiar responsibilities and privileges of Australian Australia. responsibility.
personal, social citizenship. https://www.hom
and academic eaffairs.gov.au/ab
contexts.  Teacher hands out a PMI chart sheet and PMI chart offers out/reports-
students to use the chars to pick one of the the insight of publications/disc
privileges and responsibilities being an what aspects of ussion-papers-
Australian citizenship and list the plus, minus privilege and submissions/aust

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
 18798005 Nana Iwasaki

and interesting things about Australian responsibility ralian-citizenship-

citizen. students your-right-your-
consider as good, responsibility#
Privilege: bad and
interesting.
P M I Extension activity:
Students to
complete a journal
entry that
Responsibility: explains how they
P M I Recapping on think they can
information- enact
gap activity: characteristics of
Reinforces the a good citizen in
concept of what school, at home
 Teacher to conduct cloze exercise on the key
characteristics a and in wider
points and definition they learnt about
good citizen has. community.
‘characteristic of a good citizen’.
To sum up points,
teacher asks the
students to
restate why those
characteristic are
essential in
students’ current
and future lives.

Resource A: cloze
exercise
EAL11-1B: Volunteering and community service Students YouTube clip:
Communicate  Teacher to explain that participating in reinforce the Aspire generation
information, volunteering and community service are good idea of good https://www.yout
ideas and ways to your own community and beneficial citizens in the ube.com/watch?v
opinions in to anyone who are involved. community =inK1lgRMZBQ&f
familiar setting. eature=youtube.b
persona, social  Students watch the YouTube clip with closed e
and academic caption and brainstorm some benefits and Students will
contexts. results of the volunteering. Students are consider the Plan my gap year:
encouraged to discuss ideas from their own connection https://www.plan
volunteering experiences. between being a mygapyear.com/
good citizen and
 Students to complete the following questions. participating in International
volunteer. Volunteer HQ:
- What is volunteering and who are involved? https://www.volu
- Where do people volunteer? Consider: What nteerhq.org/volun
- Any volunteering organization you know? do different teer-abroad-
volunteering projects/wildlife-
 Students read a variety of volunteering experiences and-animal-
organisations’ website across the world and from other care/?utm_source

4
Secondary Curriculum 2B
 18798005 5
Nana Iwasaki

discuss the following. people have =volunteerforever

- Benefits of the volunteer? impact on .com&utm_mediu
- Outcome of the volunteer? shaping your m=referral&utm_c
- What can be changed through the understanding of ampaign=vf-2017-
volunteering? taking an action best-volunteer-
as a good abroad-programs-
citizen? organizations-
projects

EAL11-1A: WATCH THE TED TALK Providing TedTalk:

Responds to  Teacher shows the class Ted Talk. Provide a explanations on What does a park,
and composes closed caption and transcript of the video. new vocabulary. van & dirty
increasingly Teacher decides to pose and explain any laundry have in
complex texts words that are difficult or unclear. Students taking common?
for notes and https://www.yout
understanding,  While watching, students take notes about sharing their ube.com/watch?v
interpretation, what they thought the vision of the speakers ideas about the =-
critical were, how they have achieved the vision and vision of the D_x0wnjuK8&feat
analysis, its impact. speaker. ure=youtu.be
imaginative
expression and  Later, students form a pair and compare their Students
pleasure. points and think about a possible definition of understand the Definition of
community vision together. Students write concept of ‘community
EAL11-1B: down sentences starting by the following: ‘community vision’. Students
Communicate vision’ and gain deeper
information, - ‘Community Vision is…’ reflect on understanding of
ideas and - ‘My Community vision is…’ themselves. the word by
opinions in practicing to form
familiar a sentence with it.
personal, social Peer work: gives
and academic students to voice Provides students
contexts. their personal with options to
thoughts and work with people
understand from the same
others’. language
backgrounds so
they comprehend
better.
EAL11-1B: Being a good citizen at work? Recapping on If students
Communicate  Introduces students to think about ‘what’s the prior struggle
information, being a good citizen at work?’. Students have knowledge of comprehending
ideas and already understood the idea of ‘being a good characteristics of the texts, there
opinions in citizen’ so they can transfer the idea at a good citizen. are posters that
familiar workplace setting. Answers could vary such are translated into
personal, social as: different
and academic languages.
contexts. - Treating workmates fairly and equally Students may
regardless of their cultural background, choose to work in
EAL11-3: religion, gender, and sex. their own

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
 18798005 Nana Iwasaki

identifies, - Having a good communication with the team language.

selects and member before taking any actions that might Language form Safe work NSW:
uses language affect them. and feature: http://www.safe
forms, features - Teaching and helping people who need help. Students work.nsw.gov.au/
and structures consider the use media/publicatio
of texts  Teacher to explain to the class that ‘being a of visual literacy ns/home/if-you-
appropriate to good citizen’ at work also involves following in posters. get-injured-at-
a range of WHS rules in order to protect yourself and Different fonts, work-posters/if-
purpose, others from hazards. colors and you-get-injured-
audiences and visuals in the at-work-poster
contexts, and  Shows few types of WHS posters and as a poster and how
analyses their class, deconstruct the specific language they convey the Safe work
effects on features and formats used. Consider the important Australia:
meaning. following questions: information of https://www.safe
the topic. workaustralia.gov.
- Identify types of language feature are used? au/resources_pub
- How does these posters communicate Students to think lications/Posters
information, ideas and knowledge in the about the
context? meaning of
coloring words
Sample poster from www.safeworkaustralia.gov.au different.
- Do you think
using different
colors in words
imply main points
or minor
information?

Students consider
the effect of image
and fonts. Students may use
- Which is more dictionary for
appealing? additional support
on vocabulary.

EAL11-3: What other type of texts used in the workplace? Students learn
identifies,  In order to make sure that safety practices are that whether or
selects and followed in the workplace, it is essential that not there is any
uses language employees are aware of how to use the incident resulted
forms, features incident report form. in injury, they
and structures need to report
of texts  Students imagine that they witness or were any unsafe
appropriate to involved in an unsafe practice in the things happen in

6
Secondary Curriculum 2B
 18798005 7
Nana Iwasaki

a range of workplace that may or may not lead to a the workplace.

purpose, serious injury to yourself or others and fill in
audiences and the incident report below.
contexts, and Language:
analyses their  Consider what details are included in the o Write in
effects on incident report and why they are important. direct and
meaning. explicit
- Dates/ participants/location/details of the language
event o STICK to
the point

Incident report
template:
https://www.tem
Filling the plate.net/business
incident report /word-
can only templates/inciden
contribute t-report-
workplace to be template/
a better and
safer place. They
learn to take
actions in order
to make positive
changes in the
workplace.

Students to think
the relationship
between a good
citizen and how
they would act in
Template obtained from: the workplace to
https://www.template.net/business/word- make positive
templates/incident-report-template/ changes.

 Question to consider: ‘How is completing the

incident report about an unsafe practices at
work lead you to be a good citizen?’

EAL11-1A: JOB ADVERTISEMENT White Rabbit

Responds to  Now students will explore a variety of jobs Students Australia:
and composes and duties available in the community that understand a https://www.whit
increasingly are aimed to improve the environment and purpose of job eribbon.org.au/co

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
 18798005 Nana Iwasaki

complex texts surroundings. advertisement mmitteesft/

for texts:
understanding,  Teacher introduces the job advertisement as a (1) Intention to There is also a full
interpretation, community project officer. Refer to the hire a desirable description of the
critical website for the job advertisement. Teacher to person that fits role as PDF,
analysis, read the advertisement to a class and explain into the job teacher can
imaginative the content, language feature and structures. description. choose specific
expression and pages or sections
pleasure.  After discussion, students consider the (2) To request to focus if time
following questions: applications allowed.
- What type of job is advertised? from the target
EAL11-1B: - What are the experiences required for this audience. Teacher can
Communicate position? conduct reading
information, - What are the essential and desirable (3) To inform strategy with the
ideas and qualifications? the overview advertisement.
opinions in - What are the personal qualities mentioned? and important Teacher call out
familiar Are those qualities important when applying information each student to
personal, social for this job? about the job find a simple
and academic answer provided
contexts.  Teacher and students explore the structure in the text and
and language features in the job asks harder
EAL11-3: advertisement such as: When creating questions for high
identifies, advertisements achieving
selects and A piece of job advertisement should include: for volunteer students to
uses language - job title role, students answer.
forms, features - Job duties consider what
and structures - Salary and benefits criteria are Consider building
of texts - Qualifications considered as a word bank
appropriate to - Personal qualities or attributes essential and related to the job
a range of - Location desirable for the advertisement.
purpose, particular
audiences and A job advertisement should use: position. Clean Up
contexts, and - Less words – keep it simple Australia:
analyses their - Inspiring and appealing language to describe Also, consider https://www.clea
effects on roles any prior nupaustraliaday.o
meaning. - Specific and direct language experience or rg.au/
personal
A job advertisement should have structures with: qualities that Might need to
- Heading would benefit book a library
- Sub headings for the role. session or
- Dot points electronic devices
Students will to work on
 Students go on to Clean Up Australia website understand creating their job
and produce a job advertisement for a layout feature advertisement.
volunteer vacancy for Clean Up Australia Day. and language
This needs to be submitted via Google Doc so feature of the job
teacher can make notes and annotations to advertisement.
each student and it is more accessible for o Heading
both. o Dot

8
Secondary Curriculum 2B
 18798005 9
Nana Iwasaki

points
o Sub
headings

Students are
able to create
their own job
advertisement.
EAL11-1B: Cover letter Students gain Resource B:
Communicate  Teacher introduces resource B (cover letter, understanding of Annotated cover
information, in response to the job advertisement for the the features and letter
ideas and community project officer. Teacher structures
opinions in deconstructs the language and structures through the Library
familiar prevalent in the cover letter. deconstruction appointment or
personal, social of the cover booking electronic
and academic  Students will write their own cover letter letter. devices for
contexts. regarding the job advertisement and again students to work
submit it via Google Doc. Students on their cover
EAL11-3: consider the use letter.
identifies, of powerful,
selects and effective words
uses language and specific
forms, features language to get
and structures the message
of texts across to the
appropriate to recipient.
a range of
purpose,
audiences and
contexts, and
analyses their
effects on
meaning.

EAL11-3: Role play interview Notes or

identifies,  Students split into a pair (allows students to worksheet to
selects and choose their language background for literacy conduct the role-
uses language support) and collaboratively create 10 play.
forms, features possible interview questions for the volunteer
and structures position.
of texts
appropriate to  Then, students work individually to come up
a range of with their responses to the questions and
purpose, discuss the rationales. Providing
audiences and options for
contexts, and  Students pair-up and play a role-play job assessment tasks
analyses their interview. Each student takes turn to be the (persuasive
effects on interviewer and the candidate. speech + fact

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
 18798005 Nana Iwasaki

meaning. Assessment for learning sheet OR poster)

 Students are to imagine that they belong to can provide
the Environmental Committee at school and EAL/D students
have to produce a persuasive letter, with differing
convincing their peers to take an action to levels
volunteer on Clean Up Australia Day. Along opportunity to
with the persuasive speech, students need to challenge more
produce a fact sheet OR promotional poster complex tasks or
for the event. The posters and fact sheets are assist low-
to be displayed around the school. achieving
students with
choices of task.
EAL11-3: More about language techniques? Students Bankstown High
identifies,  Explains how students can use persuasive understand that School:
selects and language techniques as a way to make a persuasive texts http://www.bank
uses language positive change in their school and wider are used to stowng-
forms, features community. convince the h.schools.nsw.edu.
and structures audience to au/curriculum-
of texts  Teacher deconstructs the features of a sample agree with activities/curricul
appropriate to persuasive text. Refer to the website provided specific opinion um/tas/examples
a range of in the resource column. on issues. -of-student-
purpose, work/persuasive-
audiences and  Students will consider the following as a class. Dictogloss: text
contexts, and This is to see what students are capable of Teacher reads
analyses their identifying at current level: the sample
effects on - What is the purpose of this speech? persuasive
meaning. - What is the speech about? speech and
- What language features do you find students to retell
persuading? the text in
- How is the persuasive speech different to different words.
informative speech?

EAL11-3: Persuasive texts Students Copies of sample

identifies,  Teacher provides a copy of the speech and highlighting the speech.
selects and gets students to highlight or underline the key persuasive Whiteboard and
uses language features. The class co-deconstructs the text. language. marker.
forms, features - High modality verbs
and structures - Rhetorical questions Students Extra activity:
of texts - Selections of pronouns understand the Teacher can
appropriate to - Passive voice structure and improve students’
a range of - Emotive language language feature ability to use
purpose, - Evidence that are specific metalanguage by
audiences and - Inclusive language to persuasive giving examples.
contexts, and - Hyperbole writing. Then get students
analyses their to think about it.
effects on  Explains that persuasive text should have: Resource B E.g. Rhetorical
meaning. - Tittle: specifies the topic of the speech (substitution question -> a
- Opening statement: introducing the topic and exercise): high question that

1
0
Secondary Curriculum 2B
 18798005 11
Nana Iwasaki

explains his/her view about it modality words posed for a point

- Arguments: the writer demonstrates a series that does not
of arguments to persuade the audience to require an
agree with his/her viewpoint answer.
- Summary statement: the writer sums up the
arguments and restate his/her opinions about
the issue/topic.
EAL11-3: What is a fact sheet? Students learn to Nutrition
identifies,  Teacher introduces an example fact sheet of understand that Australia: (Go to
selects and ‘Dairy food: how much food is enough?’. fact sheet is a the PDF version)
uses language useful tool: http://www.nutri
forms, features  Teacher and students read the fact sheet tionaustralia.org/
and structures together. Students brainstorms their ideas (1) To get the national/resource
of texts about the following: audience to do /dairy-foods-how-
appropriate to something about much-enough
a range of - What is the purpose of fact sheet? the topic or
purpose, - How did you react to the fact sheet as a issues.
audiences and reader?
contexts, and - Anything you noticed about the structure and
analyses their language?
effects on
meaning.  Teacher explains that fact sheet should:
- Be one page – Keep it simple Students
- Use readable fonts consider the
- Write in direct, explicit and concise implication of
- Introduce the most important idea in the first the fact sheet to
paragraph the target
- Use dot points when possible audience.

EAL11-1B: Promotional posters Students Australia

Communicate  Teacher brings up two posters about understand that: Government
information, promoting healthy consumption of alcohol (1) Posters can Department of
ideas and and discusses the features in posters. include visuals, Defense:
opinions in texts and
familiar illustration and http://www.defen
personal, social these will convey ce.gov.au/Health/
and academic the purpose of ATODP/
contexts. the poster.
Alcohol think
EAL11-3: (2) Effective again:
identifies, posters can http://alcoholthin
selects and speak for itself kagain.com.au/Ca
uses language to get the mpaigns/Campaig
forms, features message out to n/ArtMID/475/Ar
and structures the audience ticleID/12/What-
of texts without adding You-Cant-See
appropriate to excessive
a range of information. Whiteboard to list
purpose, the key ideas

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
 18798005 Nana Iwasaki

audiences and (3) Posters help about creating

contexts, and to increase poster.
analyses their awareness of the
effects on topic and alter
meaning. the audience’s
behavior.

Students will
learn that a good
poster should
have:
(1) Readable
fonts

(2) Good spacing

in white colors
to make the
words stand out

(3) Good use of

visuals

(4) Minimal texts

but a strong and
appealing
heading

(5) Include
ONLY relevant
 Teacher asks questions to the class and come information
up with a list of things that poster should have about the
and should not. topic/issues.

Question prompt:
- What similarities or differences do you notice
between the two posters?
- Which of these posters do you find it more
eye-catching? Why or why not?
- Which of these posters clearly communicates
the main issues of drinking? Why?

 Teacher explains that visualisation in the

posters makes easier to reach out the
audience.
EAL11-1A: Write your own speech/fact sheet OR Students will Teacher may need
Responds to promotional poster produce a to borrow few
and compose  Students engage in their persuasive speech persuasive text electronic devices
increasingly writing and either fact sheet OR promotional and either fact for students who

1
2
Secondary Curriculum 2B
 18798005 13
Nana Iwasaki

complex texts poster creation. sheet OR do not have them

for promotional to work on their
understanding,  Teacher observes and helps the students poster. assessments.
interpretation, where appropriate.
critical
analysis,
imaginative
expression and
pleasure.
EAL11-1B: Reflection and evaluation Students
Communicate  Discussion about how different type of texts completing a
information, communicates ideas, information, and knowledge course evaluation
ideas and to the reader. Think/pair/share. form on Google
opinions in  Students reflect on one or more points from the Form.
following questions.
familiar
personal, social
and academic - What have you learnt about of being a good
citizen in various setting?
contexts. - What privilege and responsibility that you
have in your own situation?
- Are you a good citizen? Why or why not?
- Of all lessons taught, what aspects of the unit
did you enjoyed the most?
- What text types or topics did you wish to have
studied instead? Why?
- What was the thing that you found the most
interesting or attracting to you?

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
18798005 Nana Iwasaki

Part two: three original resources

Resource A – cloze exercises: original text

Citizenship – Take actions!

There are often many different definitions to what a person must have to be
considered a good citizen. Generally speaking, a good citizen should employ
characteristics and attributes such as treating everyone fair and with respect,
following the law and rules and taking responsibility for their own acts. In the
previous lesson, three specific settings were mentioned in order to explore
different viewpoints of a good citizen; school, workplace and community
settings.

Firstly, in the school context, a good citizen must show responsibility by

completing homework and coming to the class on time. A good citizen at
school also has to show caring and respecting attitude to their classmates and
help the other who need extra support.

Secondly, a good citizen at workplace would help people who need extra
support, sharing expertise and knowledge to collaboratively work with their
colleagues and resolve issues in peaceful and non-threatening manner.

Finally, a good citizen must make a contribution to the community service by

helping out in volunteer. Volunteering and participating in community service
are the most invaluable ways to your own community and beneficial to
anyone who are involved.

These characteristics are the most significant to shape the idea of what makes
a good citizen. It is important that each member is aware of this so we can
bring a positive change to the community, workplace and school settings.

Steps and focuses:

(1) Students complete the cloze activity individually
(2) Students talk with a partner in pair or a group of four about what you
chose to put in the cloze – why did you put the word?
(3) Discuss the reasons, negotiate and come up with one word for each
cloze as pair or group
(4) Teacher shows the original passage and explains the answer on the
whiteboard
(5) Group or pair spokesperson will report back to the class specifically
about the process in which they came to agree on a word
- Grammar? (word-order or sentence level)
- Semantics?
- Context?
- Common knowledge?

1
4
Secondary Curriculum 2B
 18798005 15
Nana Iwasaki

- Text level?
Cloze passage

Citizenship – Take actions!

There are often many different definitions to what a person must have to be
considered a good citizen. Generally speaking, a good citizen should employ
characteristics and attributes such as treating everyone fair and with respect,
following the law and rules and taking responsibility for their own acts. In the
previous lesson, three specific settings were mentioned in order to explore
different viewpoints of a good citizen; school, workplace and community
settings.

Firstly, in the school context, a good citizen must show responsibility by

completing homework and coming to the class on time. A good citizen at
school also has to show caring and respecting attitude to their classmates and
help the other who need extra support.

Secondly, a good citizen at workplace would help people who need extra
support, sharing expertise and knowledge to collaboratively work with their
colleagues and resolve issues in peaceful and non-threatening manner.

Finally, a good citizen must make a contribution to the community service by

helping out in volunteer. Volunteering and participating in community service
are the most invaluable ways to your own community and beneficial to
anyone who are involved.

These characteristics are the most significant to shape the idea of what makes
a good citizen. It is important that each member is aware of this so we can
bring a positive change to the community, workplace and school settings.

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
18798005 Nana Iwasaki

Resource B – substitution exercise

 Students individually to complete the substitution exercise below.

 Students think about the reasoning of the choice.
 Students pair up with a partner and discuss the decision you made for
each answer – consider the effects and effectiveness each modal verb
will have in persuasive texts.
 After, teacher can asks the class to give differing levels of modal verbs
they know and expand their metalanguage.
 Teacher wants to remind the students sometime if you want to use
another modal verb, you might need to delete or add a word to make a
grammatical sense in the sentence.

Question prompt:
(1) Kevin’s flight from Sydney to Japan took more than 10 hours. He
(should/must/may) be exhausted after a long flight. He
(might/may/have to) like to stay in the hotel tonight and get some
rest.

(2) When you have an infant in the house, you (must not/should not/may
not) leave any small items spreading on the floor. Such items
(can/should/need) be swallowed, it can cause serious consequences.

(3) Sarah’s engagement ring is gigantic! It (should/must/may) have cost a

fortune.

(4) If you do not make an effort to work harder, you (must/will have
to/may) repeat the same course next semester.

(5) Her excuses (can/may/should) be true but I do not trust it.

(6) She (wasn’t able to/couldn’t/shouldn't) lift the table for a second. It
was too heavy.

(7) I am so hungry I (want to/could/can) eat a donkey!

(8) Take an umbrella. It (should/must/might) rain in the afternoon.

(9) You (cannot/may not/need not) smoke in the hospital.

(10) You (cannot/should not/must not) drink alcohol. It is not good

for your health.

1
6
Secondary Curriculum 2B
 18798005 17
Nana Iwasaki

Correct answer:

(1) Kevin’s flight from Sydney to Japan took more than 10 hours. He must
be exhausted after a long flight. He might like to stay in the hotel
tonight and get some rest.

(2) When you have an infant in the house, you should not leave any small
items spreading on the floor. Such items can be swallowed, it can cause
serious consequences.

(3) Sarah’s engagement ring is gigantic! It must have cost a fortune.

(4) If you do not make an effort to work harder, you will have to repeat the
same course next semester.

(5) Her excuses may be true but I do not trust it.

(6) She couldn’t lift the table for a second. It was too heavy.

(7) I am so hungry I could eat a donkey!

(8) Take an umbrella. It might rain in the afternoon.

(9) You cannot smoke in the hospital.

(10) You should not drink alcohol. It is not good for your health.

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
 18798005 Nana Iwasaki

Resource C – annotated cover letter

Place all your contact
details in one place.

Sarah Wilson
Unit 44/1-9 Pitt Street
Sydney, NSW 2000
Sarah.0702@gmail.com
0412374323

April 4, 2018
Use “dear” and a
HR manager -> if possible, always address the letter to the person colon at the end is
Basic White Ribbon Australia
organization proper salutation
PO Box 6303 manner.
of the letter North Sydney, NSW 2059
If you do not have
(include a “re:” so the recipient knows what the letter is about) the person’s or
Re: Application for Committee and Community Project Officer tittle name, “dear
sir or madam” is
Dear HR manager: good

Never use contractions (I’ve) and write in first

person to directly write to the reader.

Phase 1:
Who you are I have been working as an administrator at Western Sydney Women for
and why you almost four years, and I am writing to apply for a position as a Committee
are writing and Community Project Officer with your organisation. I have a great
the letter passion about women empowerment and would like to take a further
step to secure woman lives free from all form of men’s abuse.

Describe all the past duties and

achievements in past tense!

Phase 2: I am interested in pursuing a career in empowering women, and your

(1)why organization’s excellence in this area, both in raising awareness of safety
you are in women’s lives and involving men to take actions, is appealing to me. I
intereste have a Bachelor degree in project management at University of Western
d and (2) Sydney. Prior to my experience at Western Sydney Women, I worked at a
why you company where I acted as a lead contact to build a good relationship
think 1
you are 8
qualified. Secondary Curriculum 2B
 18798005 19
Nana Iwasaki

among diverse stakeholders. I have participated in a variety of

volunteering events such as that are not-for-profit. Community Project
Officer at your organisation would be invaluable to me in order to grow
my enthusiasm to make female lives better. I also strongly believe that
my contributions and experiences would be valuable to your company.

The second paragraph is where you can highlight your past

experience, grade, unique personal traits that are related to what the
job requires. You may wish to add a second paragraph, however,
keeping your letter to a page is preferred.

Thank you for considering my application. You will find my resume and
Phase 3: transcript attached to the email, and please let me know if you may
Thanking require any additional information. I look forward to hearing from you.
and give the
follow up Sincerely,
logistics
Sarah Wilson Always finish your letter with a line of
appreciation for the recipient’s time and
attention.

Use the final paragraph to indicate any

follow-up or preference in further
contac. E.g. “Please let me know if you
require further information. You may
reach me by the phone number listed on
the top of the letter.”

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
18798005 Nana Iwasaki

Part three: Discussion

This unit of work on Texts and Society has provided
students to explore a wide range of texts that are related to the
idea of Citizenship – Taking Action. Through this process of
learning, students understand how language features and forms
affect in differing text types influence them to be an active
participant in school, workplace and wider community in order to
make a positive change. There have been a number of teaching
strategies, approach and theoretical framework employed to plan
sequencing of the unit – Backward mapping, Scaffolding,
Information and Communications Technology (ICT),
differentiation and explicit instruction. The following is the
justification of the teaching and learning activity and sequencing of
the unit plan.

The planning of the unit began by considering a backward

mapping process which is a framework suggested by McTighe and
Wiggins (2005), improving the design of curriculum as to best
assist students’ deep understanding of the content. The unit has
incorporated the three stages of backward design; identifying the
desired result, determine the measurements and plan learning
sequences according to the two stages beforehand (Bowen, 2017).
The big picture of the unit was that students understand the
notion of citizenship and they can make a positive contribution to
a broader community through a study of texts. In order to measure
their learning, the task was set to write a persuasive letter to

2
0
Secondary Curriculum 2B
 18798005 21
Nana Iwasaki

encourage their peers to participate in Clean Up Day Australia

accompanied with a fact sheet or a poster. Learning activities and
sequences thus planned accordingly to best support students’
learning.

Australian Curriculum Assessment and Reporting Authority

(ACARA, 2014) has highlighted the importance in the development
of English vocabulary for EAL/D students. There is s series of
practices and mini activity set out in the unit such as generating
word bank, cline, considering in different form (e.g. students
already know a noun form of consideration and teacher introduce
verb, adjective forms) as well as synonyms of the acquired
vocabulary. This leads student to build knowledge of new
vocabularies on their existing schema (McBain, 2011). When
teaching EAL/D students, teacher needs to teach explicitly in all
aspects of language and provision of learning material (ACARA,
2014). Explicit instruction, especially in EAL/D vocabulary
developmental stage, is the most effective way to increase
students’ comprehension (Courcy, Dooley, Jackson, Miller Rushton,
2012). In the unit, new or difficult vocabularies were introduced
by the teacher, followed by activities to practice and reinforce the
new vocabulary.

An incorporation of the ICT usage is a focus across all

curriculum including EAL/D classes. Australian Curriculum (2018)
emphasises on utilising digital texts and images as a way to
explore how ideas, information and knowledge are communicated
in visual literacy. The unit features a variety of visual texts such as

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
18798005 Nana Iwasaki

a promotional poster and fact sheet, and students develop skills in

order to read, understand and respond to visual texts. Students
were also given a choice to decide whether or not they want to
write a persuasive text and a fact sheet or promotional poster.
Teachers must allow all students to demonstrate their learning in
different ways that align with the same outcomes. Activities should
be structured so that students learn meaningful material that is
more than just a though of completing the task (Dotger and
Causton-Theoharis, 2010). Some students may be good at
composing a text while others prefer to use image and visual as
supporting material to convey the information to the audience.
This has given each student opportunity to demonstrate what they
have learnt during the unit.

Lastly, scaffolding in the EAL/D or English as Second

Language (ESL) seems to have the major contribution to
development of students’ learning (Hammond & Gibbons, 2005).
Hammond and Gibbons (2005) discussed that scaffolding can be
separated into two levels. First level of ‘designed-in’ scaffolding is
build into the unit and planning lesson sequences itself. ‘Design-in’
level scaffolding acts as an indicator for the teacher to know where
students are currently at and assists the teacher to move them into
the required direction with scaffolding support. Second level of
scaffolding is contingent compared to the ‘design-in’ level
scaffolding (Marion, 2014). In other word, teacher responds to the
natural flow or discussion that occur in the class and provides
scaffolding where appropriate.

2
2
Secondary Curriculum 2B
 18798005 23
Nana Iwasaki

In the unit, both levels of scaffolding are demonstrated.

When introducing a new vocabulary or concept, teacher provided
a clear explanation on definitions and semantic differences in the
context. Teacher utilises class discussion to brainstorm ideas
about a concept or word and write them down on the whiteboard
as a concept map so students can visualizes the ideas. Annotated
example was given to deconstruct the language and structural
features that are specific in writing cover letter with a clear
breakdown of the annotations. Contingent scaffolding was
implemented via generating many group and pair activity. This
assists students to consider and articulate the ideas by themselves
and handover to the teacher to take a further development in their
leaning.

Through conducting two levels of scaffolding, the unit has

inherently incorporated the notion of basic interpersonal
communicative skill (BIC) and cognitive academic language
proficiency (CALP). Students in BIC stage, commonly in EAL/D
class, have the fear of making mistakes. To avoid this, teacher
should correct on their pronunciation and grammatical mistakes
subtly. The unit used many group and pair activities and allowed
students to form a group and with students from the same
language background, providing enough time for them to think,
discuss and present their ideas (Cummins, 1999). Throughout,
students are provided many activities that build their
development of language into BICS to CALP. Later, students
practice more about formal and academic texts and deconstructing
it with a scaffold instruction given by the teacher.

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
18798005 Nana Iwasaki

In conclusion, the unit plan has employed different teaching

strategies, models, approaches and theoretical framework in
which contributed to the enrichment of students’ learning. EAL/D
students display diversity in their language, cultural, educational
background and levels of English fluency. This is why teachers
must be aware and well equipped with a wide range of knowledge
and teaching strategies in order to provide students meaningful
content and learning.

2
4
Secondary Curriculum 2B
 18798005 25
Nana Iwasaki

Reference

Australian Curriculum, Assessment and Reporting Authority

[ACARA]. (2014). English as an Additional Language or Dialect
Teacher Resource: EAL/D overview and advice. Retrieved from
https://www.australiancurriculum.edu.au/f-10-
curriculum/english/?layout=1#cdcode=ACELA1428&level=F

Bowen, R. S. (2017). Undertanding by Design. Vanderbilt

University Center for Teaching. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-
design/

Courcy, M., D., Dooley, K., Jackson., R., Miller., J., & Rushton, K.
(2012). Teaching EAL/D leaners in Australian classroom. PETAA –
Primary English Teaching Association Australia. Retrieved from
http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PET
AA_Papers/w/Teaching_Resources/PPs/PETAA_PAPER_183.aspx

Cummins, J. (1999). Bics and calp: clarifying the distinction.

Retrieved from https://eric.ed.gov/?id=ED438551

Curriculum. (n.d.) Australian Curriculum. Retrieved from

https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities/information-and-
communication-technology-ict-capability/

Secondary Curriculum 2B
Assessment one: Unit of work Year 11
18798005 Nana Iwasaki

Dotger, S., & Causton-Theoharis, J. (2010). Differentiation

through choice using a think-tac-toe for science content. Science
Scope, 33(6) 18-23. Retrieved from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/225996583?accountid=36155
&rfr_id=info%3Axri%2Fsid%3Aprimo

Hammond, J., & Gibbons, P. (2005). Putting scaffolding to

work: the contribution of scaffolding in articulating ESL education.
Prospect, 20(1), 6-30. Retrieved from https://search-informit-com-
au.ezproxy.uws.edu.au/fullText;dn=143258;res=AEIPT

Marion, E. (2014). Macro-scaffolding: Contextual support for

teacher learning. Australian Journal of Teacher Education, 39(5),
25-40. Retrieved from https://eric.ed.gov/?id=EJ1017650

McBain, R. (2011). Teaching vocabulary to ESL students.

Retrieved from https://eric.ed.gov/?id=ED523679

McTighe, J. & Wiggins, G., P. (2005) Understanding by design.

Retrieved from
http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?id=GALE%7
C9781416602255&v=2.1&u=uwsydney&it=aboutBook&p=GVRL&
sw=w&authCount=1

2
6
Secondary Curriculum 2B