Understanding by Design Unit Template

Title of Unit / Big Socially constructed stereotypes of the ideal Year 8

Idea person; understanding individual differences.
Curriculum Area English Time Frame 4 Weeks
Developed By Madeline Cox 2146955
Class context The unit will be taught to a year 8 class with a varying readiness and ability within English. The unit will be taught over 4
weeks composed of 2 doubles (100 minutes) and a single (50 minute) lessons.
Main Text Film ‘Wonder’ adapted from the novel by R.J Palacio. Approximate running time – 113 minutes
Identify Desired Results (Stage 1)
Content Descriptions
Language

Language for interaction

Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and
parody (ACELA1542)

Text structure and organisation

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of
communication (ACELA1543)

Literature

Literature and context

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the
values of individuals and groups (ACELT1626)

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Examining literature
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts
(ACELT1630)

Literacy
Creating texts
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual
choices, and including digital elements as appropriate (ACELY1736)
Achievement Standards
Receptive modes (listening, reading and viewing)
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for
different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in
texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events,
situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to
elaborate on discussions.

Productive modes (speaking, writing and creating)

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of
language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how
ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to
class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account
intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use
accurate spelling and punctuation

General Capabilities Cross-curriculum Priorities

 Critical and Creative Thinking This unit addresses the ‘Sustainability’ priority.
 Literacy
 Personal and Social Capability The content in the language, literature and literacy strands is key to
developing and sharing knowledge about social, economic and ecological
 Information and Communication Technology (ICT)
systems and world views that promote social justice
 Ethical Understanding

World views that recognise the dependence of living things on healthy

ecosystems, and value diversity and social justice, are essential for
achieving sustainability. (Code: OI.4)
 Understandings Essential Questions
Overarching Understanding Overarching Topical
 Society does not treat all people with equity, fairness and  What effects can having a  What techniques does the
understanding. deformity or other disability director implement
have on that person? throughout the film to
 People have different experiences in life. represent different views?
 As a society what is
 Valuing diversity of all people promotes social justice. considered ‘normal’?  How does using alternative
Related Misconceptions first-person accounts
 What barriers stop people throughout the film impact
 If you are nice to someone who others don’t like, they won’t like
from accepting people who the audiences views?
you either.
do not fit social ‘norms’?
 How does the film use
 Someone like Auggie that has a physical disability/deformity isn’t
 How can we show kindness characterization to
like everyone else.
and acceptance to others? reinforce/challenge social
stereotypes?
 It’s okay to exclude someone if you’re not directly mean to them.
 Is this film sympathetic to
people with  What devices does the film
disabilities/deformities? use to set the tone of the
text? How does this
change from beginning to
end?

 How does the film employ

metaphors of space and
planets to describe the
family’s situation
throughout the film?
Knowledge Skills
Students will know… Students will be able to…
Topical Recognise and explain differing viewpoints surrounding ‘social norms’
and equality.
 A variety of techniques/devices used within the film including:
alternative first-person accounts, characterization, stereotyping,
metaphors, lighting and sound. Understand how devices/techniques are used within media to influence
the audience.
 That film/media is a medium for social action and change.
Create informative and persuasive texts from a particular viewpoint
using a variety of language and textual choices.
Overarching
 People who do not fit ‘social norms’ deserve to be treated with
kindness and respect.
 that ‘norms’ are socially constructed views that shape the way we
view others.
Assessment Evidence (Stage 2)
Performance Task Description (summative assessments)
Alternative first-person account:
Task One Within this film multiple perspectives of characters are offered (August, Via, Summer, Jack, Justin and Miranda). Everyone in
(productive) this film has their own challenges throughout Auggies story. Students will present another character’s perspective through a
written account (500 words)
Literary devices and symbols:
Throughout the film we see a variety of metaphors of space and planets that are used to relate to Auggies and his family’s
Task Two
situation. Students will select a quote or screen shot that uses space and planets as a description, then analyze and describe
(receptive)
how the use of space and planets has played a role within this scene and the significance it identifies. Students will present
their ideas in a short class presentation (3-5 minutes)
Other Evidence (formative assessments)
 guided questions sheet (pre-assessment)
 class discussions
 role play (scenarios)
 evaluation of scenes
 exit cards
 reflections
 Learning Plan (Stage 3)
Week 1-
Lesson 1 (100 minutes)
Introduction to ‘Wonder’
An explicit introduction to this task at the beginning of • Explicit introduction to the unit highlighting the big idea ‘ Socially constructed
the unit creates a safe learning environment where stereotypes of the idea person; understanding individual differences.’, the film, and the
students understand the teacher’s expectations, so main assessment tasks that will be implemented.
they can achieve their best (TfEL domain -2.4).
• Students will be given a pre-assessment task to write notes on while they watch
Pre-assessment: the film. It contains guiding questions including:
Implementing this pre-assessment allows the teacher Who are the main characters?
to identify student’s prior knowledge and Who do we hear from within the film?
understandings of the film. This will allow subsequent What devices/techniques does the film use to create emotion/set the scene?
lessons to be personalized to student’s current What are the main themes of this film?
knowledge. (TfEL domain – 4.1) How does this film make you feel?

• Students watch the first 80-90 minutes of the film while jotting down notes to the
Overarching understandings: guiding questions.
• Society does not treat all people with equity,
fairness and understanding. Lesson 2 (50 minutes)

• People have different experiences in life. • Watch the remaining 30-40 minutes of the film.

• Valuing diversity of all people promotes social • Collect student’s pre-assessment sheets.
justice.
• For the remainder of the lesson, students will facilitate a discussion on their tables
surrounding the film including the theme, devices, techniques, thoughts and
Essential Questions: understandings.
• What effects can having a deformity or other
disability have on that person? • Homework: ask students to bring pictures of people from magazines, the internet or
catalogues. Emphasise that we are looking for everyday people.
• As a society what is considered ‘normal’?

Lesson 3 (100 minutes)

Group discussion:
Throughout these lessons students are provided with Building knowledge – exploring diversity
the opportunity to learn through interaction and
learning conversations with others (TfEL domain- 3.4) Purpose: This activity aims to develop an understanding of diversity by exploring how some
people are advantaged or disadvantaged by being different.
Possible misconceptions: • Students will be divided into small groups and given poster sheets, scissors, a glue
Someone like Auggie that has a physical stick and a pen.
disability/deformity isn’t like everyone else. • Ask students to draw a square in the middle of the poster and stick their cutouts to
form a view of what people within the community look like.
Theoretical framework • Once this is done ask students to write what they can tell about people from these
Introduction to social critical theory – Society does not photos (this will be minimal, possibly no answers)
represent all people with equity, Wonder is a literacy • Discuss as a class if the pictures on their poster represent the diversity of people
tool that identifies, protests and possibly rectifies within our community (probing for answers about disabilities, different races, people
social justice issues. who are not ‘model material’).
• Teacher facilitates discussion around why these people are not represented, how this
Greens 3D: critical dimension would make them feel, is this fair, what can we do to include others?

Content descriptors: Building knowledge – what makes a person?

(ACELT1626)
(ACELT1807) Purpose: This activity aims to look at what makes a whole person, not just appearance.

• Individually, get students to draw a person on a piece of paper.

• Students will write as many characteristics as they can think of that contribute to
making a person unique other than physical appearance.
• Class discussion, clarify understandings. Highlight that there is a lot more to people
than looks.

Link to text – what other characteristics does Auggie have?

Purpose: start to draw together beliefs, values and ideas around treating people with kindness
and understanding diversity.

• Students reflect in groups upon the movie and highlight that Auggie is not simply the
way he looks, he’s funny, kind, smart, courageous etc.

Additional resource – Birds on a wire: for the birds

https://www.youtube.com/watch?v=k2PJ6T7U2eU

This short film represents diversity, inclusion and kindness to others, thus; showing students
another perspective of the ‘big idea’

Week 2 Lesson 1 (100 minutes)

Overarching understandings: Building knowledge – understanding difference and respecting others.

 Society does not treat all people with equity,
fairness and understanding. Purpose: to identify that people that are seen as different are often marginalised or
 discriminated against. This task requires students to experience how it may feel to be this
 People have different experiences in life. person and develop empathy for them. Promoting understanding and kindness.

 Valuing diversity of all people promotes social • Brainstorm as a class, In which way people can be different (culture, ethnicity, age,
justice. sexuality, experience, weight, appearance, ability/disability, wealth)

Essential Questions: • Give each student a Scenario card and ask them to take on the role of this person and
consider their thoughts, feelings and social experiences.
 What effects can having a deformity or other
disability have on that person? • Use a variety of social questions (e.g. can you get anywhere you want to go easily?),
read these out to the students and ask them to step forwards or backwards depending
 As a society what is considered ‘normal’? on their answer. Some students will move forwards for all questions some students
may not move at all.
 What barriers stop people from accepting
people who do not fit social ‘norms’? • Ask students to share their scenario card, to allow students to see who was
advantaged and disadvantaged.
 How can we show kindness and acceptance
to others? • Explain to students that you would like a written reflection on how this process made
them feel (positive, negative) and how other people in the class may have felt if they
 How does using alternative first-person moved or didn’t.
accounts throughout the film impact the
audiences views? • Give students the rest of the lesson to write their reflection and hand it up at the end
of the lesson. Some of the key findings will be highlighted at the beginning of the next
lesson.
Scenario cards:
Scenario cards are used as a task within this topic Lesson 2 (50 minutes)
because they offer students the ability to apply their
learning in an authentic context and also connects Respecting differences – discussion of key finding of student’s reflections
their learning to students lives and communities.
(TfEL domains – 4.3 & 4.3) • Facilitate a teacher directed discussion surrounding the key findings of student’s
reflections. Some students would have felt sad, some would have felt good, some
Possible misconceptions: would have felt empathy for people who didn’t get to advance.
 If you are nice to someone who others don’t
like, they won’t like you either. • Discuss that people within out community are disadvantage every day and experience
 It’s okay to exclude someone if you’re not different things throughout life.
directly mean to them.

Greens 3D: Cultural and critical dimension • Ask students to discuss in groups how Auggies experiences are different to other
students within the film, is this fair?
Content descriptors:
(ACELA1543)
(ACELT1626) • Then discuss how we can promote inclusiveness and fairness within the school
(ACELT1807) environment (using Auggie as an example)
(ACELY1736)

Everyone has different life experiences – introduction to concepts for assignment 1

• Everyone in this movie has their own story that stems from Auggies circumstance.

• Give each table a character that shared their view within the film (August, Via,
Summer, Jack, Justin and Miranda).

• Students will write briefly about these characters views, their experiences, their
feelings and struggles throughout the film.

• Discussion about the different experiences as a class, highlighting how they all revolve
around Auggie, but have complete different experiences, thoughts, views and feelings.

Exit card – check for understanding

• In what way are diverse people treated differently within our community?

• Is this fair?

• How could you make a difference for someone like Auggie?

Lesson 3 (100 minutes)

Introduce assignment 1 – writing an alternative perspective

• Give students the task sheet and rubric and discuss/scaffold the assignment with
them. Make it clear what the objective is and what you are looking for. (see appendix
for task sheet and rubric)

How to write your perspective – written account

• Highlight that students will be writing in the first person from the perspective of
another character in ‘Wonder’
 • Give an example of an account and highlight specific structure/devices needed (e.g.
chronological order, persuasive writing techniques, understanding their audience)

• Give students another example of an account and get them to annotate the structure,
devices used throughout.

Give students time to identify their topic, plan their ideas.

• Give students a guiding structure they can follow with questions prompting their
thinking:
• Whose perspective are you talking from?
• What experiences do you want to talk about?
• Who is your audience?
• How do you feel?
• At what stage of the film are you writing from?

Week 3 Lesson 1 (100 minutes)

Essential Questions: Teacher directed information about different film techniques/devices used to set the scene.
 What techniques does the director implement
throughout the film to represent different • Presented through a PowerPoint the teacher will explicitly teach students about theme,
views? characterization, the use of tone, lighting, music, set design, editing and special
effects.
 How does the film use characterization to
reinforce/challenge social stereotypes?
Unpacking characterization
 What devices does the film use to set the
tone of the text? How does this change from • Students will select main characters from the film and describe the personality of the
beginning to end? character (mean, hero, friendly etc.) and how the characters personality is represented
within the film. E.g. using dialog, tone, appearance and body language.
 How does the film employ metaphors of space
and planets to describe the family’s situation Unpacking film techniques
throughout the film?
• In pairs students will select two 30 second clips provided by the teacher (one from the
start of the film and one from the end of the film)
Applying knowledge:
Activities within these lessons, give students the • Students will need to identify how the directors used tools and techniques to imply and
opportunity to apply their knowledge through create meaning with the scenes (lighting, sound, set design, editing, special effects
strategies that require students to think and work etc.)
collaboratively to develop understanding and expand
their learning (TfEL domain -3.1) • Students will share their findings with the class.

Greens 3D: operational dimension

Content descriptors: Lesson 2 (50 minutes)

(ACELA1542) Understanding the use of metaphors and symbols
(ACELA1543) • Students will watch these YouTube clips that explain and gives examples of metaphors
(ACELT1630)
https://www.youtube.com/watch?v=JPEmbt8Qoy0

https://www.youtube.com/watch?v=RhrBuD4fuYI

• Students will then spend time applying this knowledge to construct their own
metaphors.

Lesson 3 (100 minutes)

Understand the use of metaphor and symbols continued

• Students will research examples of metaphors used within different movies.

• Students will discuss a metaphor they have found within a movie with the class and
discuss its impact.

Introduce assignment 2 – the use of space and planets as a metaphor

• Give students the task sheet and rubric and discuss/scaffold the assignment with
them. Make it clear what the objective is and what you are looking for.

Planning time for assignment 2

Students will work in their pairs for the rest of the lesson to plan their ideas for the
presentation.

**assessment 1 due**
 Week 4 Lesson 1 (100 minutes)

Essential Questions: Allocated time for assignment 2

 What effects can having as a deformity or
other disability have on that person? • Students will spend time identifying parts of the film that utilize imagery and dialog
 Is this film sympathetic to people with related to space and planets.
disabilities/deformities?
 How does the film employ metaphors of space • Students will use PowerPoint or Prezzi as modes for their presentations, this is a time
and planets to describe the family’s situation for students to ask questioning and receive help if required.
throughout the film?

Peer feedback: Lesson 2 (50 minutes)

Peer feedback/assessment allows students to gain
benefits from observing and interacting with peers, Conclude the ‘big idea’ from the film
literature suggests that discussion of different view
points can maximize learning benefits (TfEL domain • When Auggie wins the Henry Ward Beecher medal at the end of the film, everyone is
2.2). so excited for him. Auggie accepts to award, but expresses ‘but hey, if they want to
give me a medal for being me, that’s okay I’ll take it’.
Communicate learning in a variety of modes: • Students should work in groups and discuss the importance of this quote in relation to
Throughout this unit plan students are given accepting differences, fairness and the significance it had on the impact of the films
opportunities to communicate their learning through ending.
multiple modes including PowerPoint presentations,
written accounts, group discussions, class discussions Lesson 3 (100 minutes)
and scenario cards. (TfEL domain 4.4)
Class presentations (peer feedback)
Content descriptors:
(ACELA1542) Students will present their presentations in their pairs in this lesson. Students will receive both
(ACELA1543) peer and teacher feedback for their presentations. Students watching the presentations will be
(ACELT1807) required to fill out a feedback form for students.
(ACELY1736)

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
 Year 8 English – Task 1

Socially constructed stereotypes of the ideal person; understanding individual

differences

Task: Alternative first-person account

Mode: Written account

Length: 500 words

Task Description: Within the film wonder we hear multiple perspectives of characters (August, Via, Summer, Jack, Justin and Miranda). Everyone in this film has
their own challenges throughout Auggies story. You will present another character’s perspective through a written account to show their perspective.

Characters: Nate (Dad), Isabel (Mum), Mr. Tushman (principle), Mr. Browne (science teacher), Daisy the dog, Henry, Miles, Amos or a negotiated character.

Criteria:
 Use appropriate paragraphs and structure to form your writing
 Use descriptive language
 Use the first person
 Write in chronological order
 Create emotion through persuasive language
 Use techniques used in ‘Wonder’ such as humour, empathetic tone, metaphors and symbols to make meaning within your writing

Consider the following:

 Whose perspective are you speaking from?

 The language this character would use
 An experience in the film that effected that character
 How does your character feel throughout their experience?
 Why is their perspective important?
 Who is the audience you are writing for?
 How can you get the importance/emotion of your writing through to your audience?

Ensure that you proof read this assignment, you can hand up a draft and ask your peers for feedback.
 Assessment Rubric
Year 8 English – Task 1: Alternative first-person account

Criteria for assessment Approaching Year 8 Standard At Year 8 Standard Above Year 8 Standard

Language features are used for particular Students show little understanding of Students understand how the Students show strong
purpose and effect how the selection of language features selection of language features can understanding of how the
can be used for particular purposes and be used for particular purposes and selection of language features
effects. effects. can be used for particular
purposes and effects.

Meets the needs and interests of audience When creating and editing texts to When creating and editing texts to When creating and editing
create specific effects, the students create specific effects, they take into texts to create specific effects.
does not take into the account the account intended purposes and the they meet the intended
intended purposes and the needs and needs and interests of audiences. purposes and the needs and
interests of audiences. interests of audiences

Using grammar and select vocabulary for They demonstrate some They demonstrate understanding They demonstrate excellent
effect understanding of grammar, select of grammar, select vocabulary for understanding of grammar,
vocabulary for effect effect select vocabulary for effect

Use accurate spelling and punctuation There is an attempt for accurate Accurate spelling and punctuation Accurate spelling and
spelling and punctuation, with errors throughout with some errors punctuation throughout with
present present little to no errors present

Teacher comment:

Note: This rubric has used the Australian Curriculum standards for year 8 English to determine students level of achievement within the bands standards. (ACARA, 2018)