MODULE B: ORWELL

Module B – Critical Study of Text: George Orwell: Essays Duration: 7 weeks

"If liberty means anything at all, it means the right to tell people
what they do not want to hear. "

Bianca Hewes – Davidson High School


Concept Cross Curricular Outcomes:
Engaging in an exploration and evaluation of a Literacy 1. A student explains and evaluates the effects
of different contexts of responders and
specific text and its reception in a range of contexts. composers on texts.
Language modes 2A. A student recognises different ways in
Reading – 10% which particular texts are valued.
Key Concepts: Writing – 5% 4. A student explains and analyses the ways in
which language forms and features, and
• The ways that textual details and textual structures of texts shape meaning and
features shape meaning and influence influence responses.
responses in a range of contexts Texts: 6. A student engages with the details of text in
• Composing complex texts demonstrating Prescribed text: order to respond critically and personally.
8. A student articulates and represents own
sustained arguments supported by textual George Orwell: Essays - ideas in critical, interpretive and imaginative
evidence ‘Why I Write’ texts from a range of perspectives.
• Considering the distinctive qualities of texts ‘Notes on Nationalism’ 10. A student analyses and synthesises
and questions of textual integrity and ‘Good Bad Books’ information and ideas into sustained and
‘The Sporting Spirit’ logical argument for a range of purposes,
significance audiences and contexts.
‘Politics and the English Language’
12A.. A student explains and evaluates
‘Writers and Leviathan’
different ways of responding to and composing
text
Rationale
This module requires you to:
• explore and evaluate Orwell’s essays and their reception in a range of contexts
• develop and explore your understanding of questions of textual integrity and significance.
• explore the ideas expressed in the essays through analysing construction, content and language
• examine how particular features of the essays contribute to textual integrity
• research others’ perspectives of the text and test these against your own understanding and interpretations of the essays
• discuss and evaluate the ways in which the essays have been read, received and valued in historical and other contexts
• develop a range of imaginative, interpretive and analytical compositions that relate to the study of Orwell’s essays
• compositions in a variety of forms and media

Syllabus Preliminary Syllabus Content Quality Teaching
Content



1.3 Students learn to evaluate the effects of different contexts of responders and composers on texts by explaining how values and Cultural Knowledge
attitudes are reflected in texts
1.4 Students learn to evaluate the effects of different contexts of responders and composers on texts by explaining and evaluating Problematic Knowledge
changes in meaning arising from changes of context
2A.1 Students learn to recognise ways in which particular texts are valued by responding to a range of texts that are valued Cultural Knowledge
differently in particular personal, social, cultural, historical and workplace contexts Problematic Knowledge
2A.2 Students learn to recognise ways in which particular texts are valued by explaining how and why they are valued. Deep Knowledge
4.1 Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence Deep Understanding
responses by explaining and analysing the effects of a variety of language forms and features, and the structures of texts Metalanguage
4.2 Students learn about the ways in which language forms and features, and structures of texts shape meaning and influence Substantive Communication
responses by identifying a range of possible responses to texts influenced by their language forms and features, and their Deep Understanding
structure
6.1 Students learn about the ways they can respond to texts by analysing texts in detail Substantive Communication
6.2 Students learn about the ways they can respond to texts by composing sustained arguments supported by textual evidence Higher-order Thinking
6.3 Students learn about the ways they can respond to texts by composing and supporting a personal response to texts Connectedness
Background Knowledge
6.4 Students learn about the ways they can respond to texts by evaluating the responses of others Problematic Knowledge
8.1 Students learn to compose imaginative, personal and critical texts from a range of perspectives by engaging with complex texts Problematic Knowledge
Higher-order Thinking
8.2 Students learn to compose imaginative, personal and critical texts from a range of perspectives by refining the clarity of their Deep Understanding
composition to meet the demands of increasing complexity of thought and expression Metalanguage
10.1 Students learn to synthesise information and ideas into sustained and logical argument by discerning ideas, attitudes and values Higher-order Thinking
reflected in texts Cultural Knowledge
10.3 Students learn to synthesise information and ideas into sustained and logical argument by using the information and ideas Higher-order Thinking
gathered from a range of texts to present a point of view in analytic, expressive, imaginative and evaluative ways Deep Understanding
12A.2 Students learn to explain and evaluate the different ways of responding to and composing texts by questioning meaning in and Deep Knowledge
through texts Substantive Communication
12A. Students learn to explain and evaluate the different ways of responding to and composing texts by generalising about the Problematic Knowledge
relationships between perspective and meaning
“I think from the very start my literary ambitions were mixed up with the feeling of being isolated and undervalued”



Phase 1: Overview of Critical Study of Text ~ Outline of specific approach to module ~ Articulate and record subjective response to essays

Syllabus
content
Quality
Teaching
Learning
and
teaching
activities
Evidence
of
learning

H1
Deep
Knowledge
Discuss
overview
of
Module
B:
Critical
Study
of
Text
and
expectations
of
Students
define
terms

High
Expectations
non-‐fiction
elective.

Students
to
read
through
and
highlight
key
parts
of
unfamiliar
to
them

Knowledge
Integration
Syllabus
outline
and
write
a
definition
of
any
terms
they
are
unfamiliar

with.
(Resource#1a)

H6
Deep
Knowledge
Students
are
instructed
as
to
the
method
that
will
be
used
when
Students
understand
the

High
Expectations
approaching
this
module:
The
Frames.
Read
through
and
highlight
the
approach
to
study
and
its

‘The
Frames:

A
creative
approach
to
developing
an
informed,
personal
purpose

and
critical
response
to
a
text’
handout.
It
is
explained
to
students
that

this
method
will
ensure
that
their
personal
response
to
the
essays
is

foregrounded.
(Resource
#1)

H6.3
Student
Direction
SUBJECTIVE
FRAME
Students’
response
to

H8.2
Narrative
The
Journal:
As
part
of
this
unit
students
are
to
keep
a
journal.
This
will
be
and
reflection
on
essays

a
record
of
their
exploration
of
the
subjective
frame.
(Resource
#2)

Homework
Task:

show
engagement
with

Orwell’s
essays.

Students
are
to
complete
Journal
Entries
#1,
#2
and
#3.
(As
an
alternative

this
activity
may
be
completed
in
class)

H1.3
Engagement
CULTURAL
FRAME:
Students
demonstrate
an

H1.4
Cultural
Knowledge
Students
are
reminded
of
the
definition
and
significance
of
‘context’
as
understanding
of
the

Problematic
already
considered
during
their
study
of
Module
A:
Comparative
Study
of
impact
that
context
can

Knowledge
Texts
and
Context.
Resource
#3
may
be
useful
for
this
activity.
Students
have
on
a
text,
the

are
to
read
through
biographical
information
on
George
Orwell
OR
they

Narrative
responder
and
the

may
conduct
research
using
the
internet
(Resource
#4).
Students
are

asked
to
consider
the
“personal,
social,
historical,
cultural
and
workplace

composer.

conditions”
that
impacted
Orwell
and
his
writing.
As
a
class,
discuss
the
Students
recognise
and

era
Orwell
was
writing
in
and
then
make
a
list
of
possible
significant
appreciate
the
impact
of

influences
on
him
as
a
writer.
(Resource
#5)
Orwell’s
context
on
him



as
an
essayist.

H6.3
Student
Direction
Homework
Task:
Student
responses
show

H8.2

Students
are
to
complete
‘Journal
Entry
#4’.
an
understanding
of

Orwell’s
early
poetic

style.

H4.1
Background
Knowledge
STRUCTURAL
FRAME:
Quality
of
student’s

Metalanguage
Time
is
spent
in
class
refreshing
/testing
knowledge
of
language
features.
response
shows
ability
to

Connectedness
Focus
is
on
the
essay
form,
its
history
and
its
intensely
effective
respond
meaningfully
to

employment
by
Orwell.
(Resource
#6)

essays
by
identifying

poetic
techniques.

“Nationalism is power-hunger tempered by self-deception.”

Phase
2:
Analysis
of
‘Notes
on
Nationalism’
(1945)
using
‘The
Frames’

Syllabus
content
Quality
Teaching
Learning
and
teaching
activities
Evidence
of
learning

H4.2
Engagement
SUBJECTIVE
FRAME:
Students
have
completed

H8.2
Read
the
essay
‘Notes
on
Nationalism’
aloud
as
a
class.
Discuss
journal
entries
and

responses
to
questions
written
in
‘Journal
Entry
#4’.
(Allow
time
for

students
to
complete
these
if
necessary)

contribute
own
ideas
about

the
essay
to
class
discussion.



H1.3
Substantive
CULTURAL
FRAME:
Notes
taken
reflect

Communication
Students
work
in
small
groups
and
identify
the
elements
of
the
essay
development
of
student’s

that
reflect
Orwell’s
context
in
light
of
what
they
learnt
about
Orwell’s
skills
in
identifying
the

context
last
lesson.
Remember
that
context
is
the
‘range
of
personal,
influence
of
context
on
a

social,
historical,
cultural
and
workplace
conditions
in
which
a
text
is

text.

responded
to
and
composed’
(English
Stage
6
Syllabus).
Each
group

briefly
presents
their
ideas
to
the
class.

Fantastic
resources
for
Orwell’s
context:
History
in
Literature:
The

Story
Behind
Animal
Farm.
Alan
Brown
(2007)

H4.1
High
Expectations
STRUCTURAL
FRAME:
Notes
taken
reflect

H4.2
Metalanguage
Teacher
to
model
an
analysis
of
the
essay
for
the
class,
focusing
on
the
development
of
student’s

H6.1
Deep
Understanding
distinctive
qualities
of
the
essay
and
Orwell’s
literary
style.
Students
to
skills
in
analysis.

take
notes
on
their
copy
of
the
essay.
Teacher
may
encourage
students
Student’s
responses
in
table

to
consolidate
this
analysis
of
the
language
forms,
features
and

reflect
an
understanding
of

structures
of
the
essay
by
having
them
complete
the
T.E.E.
table.

how
meaning
is
made
and

(Resource
#7)

influenced
in
the
essay.

H1.3
Problematic
Knowledge

Present
students
with
the
following
question:
Quality
of
student’s

H1.4
‘Does
this
essay
effectively
and
consistently
use
language
and
structure
engagement,
discussion
and

H2A.1
to
convey
its
message
to
the
readers?’
responses
shows
a

Encourage
students
to
write
a
300
word
response
to
this
question
with
developing
understanding
of

supporting
evidence
from
the
essay.

textual
integrity.

Provide
a
definition
of
textual
integrity
for
the
students.
(Resource
#8)

Explain
that
the
question
that
they
just
responded
to
encourages
them

to
engage
with
the
idea
of
textual
integrity
which
is
an
integral
element

of
this
module.
It
also
leads
them
into
the
final
frame
–
the
critical

frame.

HOMEWORK:
Students
to
complete
the
revision
questions
on
‘Notes

on
Nationalism’.
(Resource
#8a)



H2A.1
Engagement
CRITICAL
FRAME:
Student’s
writing
shows
an

H2A.2
Deep
Knowledge
Students
to
Think
Pair
Share
the
following
question:
awareness
of
differing

H1.3
Social
Support
‘Why
would
people
today
and
in
its
original
context
read
this
essay
and
perspectives
and

H1.4
see
it
as
significant
and
valuable?’
interpretation
of
essays
as

Students
are
then
to
consider
how
different
points
of
view
affect
the

well
as
an
understanding
of

meaning
of
the
essay.

the
causes
of
these.

H2A.1
Higher
Order
Thinking
Students
to
read
William
E
Cain’s
article
‘Orwell’s
essays
as
a
literary
Student’s
writing
reflects
a

H8.1
Problematic
Knowledge
experience’.
(Resource
#9)
Students
are
to
then
compare
this
to
their
deep
knowledge
and

H8.2

original
response
to
the
essay
recorded
in
their
journal.
(Journal
Entries
understanding
of
the
impact

H10.1
#1
and
#4).
Students
are
to
consider
the
differences
in
interpretations,
that
other
interpretations
of

how
they
have
come
about
and
then
reassess
their
interpretation
of

H10.2
the
essay
have
had
in

the
essay
in
light
of
their
exploration
of
the
four
frames.
This
should

H12A.1
shaping
their
own
response.

take
the
form
of
a
mini-‐extended
response
of
approx.
750
words.

Students
should
use
the
‘How
to
Write
an
English
Essay’
handout
to

ensure
their
response
has
the
appropriate
structure
and
language
of
a

formal
essay.
(Resource
#10)
Remind
students
that
it
is
their
own

critical
personal
response
to
the
text
that
is
important
in
this
module.

H6.3
Student
Direction
Students
are
to
complete
Journal
Entry
#5.
Student
responses
reflect
an

H8.2

engagement
with
the
essay

and
a
valuing
of
their
own

interpretation
of
the
essay.



“Sport…is war minus the shooting.”

Phase 3: Analysis of ‘Sporting Spirit’ (December, 1945) using ‘The Frames’
Syllabus
content
Quality
Teaching
Learning
and
teaching
activities
Evidence
of
learning

H4.2
Engagement
SUBJECTIVE
FRAME:
Students
have
completed
journal

H8.2
Read
the
essay
‘Sporting
Spirit’
aloud
as
a
class.
Discuss
responses
to

entries
and
contribute
own
ideas

Journal
Entries
#1
and
#5.
This
is
a
continuation
of
the
subjective

frame.
(Allow
time
for
students
to
complete
these
if
necessary.)

about
the
essays
to
class

discussion.

H1.3
Substantive
CULTURAL
FRAME:
Notes
taken
reflect
development

Communication
Students
to
identify
the
elements
of
the
essay
that
reflect
Orwell’s
of
student’s
skills
in
identifying

context.

Class
list
is
compiled
on
whiteboard
and
copied
down.
the
influence
of
context
on
a
text.

H4.1
High
Expectations
STRUCTURAL
FRAME:
Notes
taken
reflect
development

H4.2
Metalanguage
Teacher
to
model
an
analysis
of
the
essay
for
the
class,
students
to
of
student’s
skills
in
analysis.

take
notes
on
their
copy
of
the
essay.

H4.1
Metalanguage
Students
are
to
complete
the
‘Technique/Example/Effect’
table.
Student’s
work
shows
an

Deep
Understanding
(Resource
#11)
understanding
of
the
relationship

between
the
meaning
of
a
text

and
the
techniques
used
to
create

it.

H8.1
Connectedness
Students
are
to
complete
a
creative
response
activity
based
on
the
Student’s
response
reflects
not

H8.2
Background
Knowledge
ideas
in
the
essay.

only
imagination
and
skill,
but

Higher
Order
Thinking
“Using
similar
persuasive
techniques
as
‘Sporting
Spirit’,
write
a
five
also
an
understanding
of
the

paragraph
essay
in
which
you
express
your
perception
of
the
HSC.
connectedness
between
ideas

Use
a
game
of
sport
as
a
metaphor
for
the
HSC.”

covered
in
the
essay
and
their

own
personal
experiences
of

these
ideas.



H4.2
Substantive
CRITICAL
FRAME:
The
debate
runs
smoothly
with
all

H12A.1
Communication
Students
are
to
consider
whether
Orwell
is
showing
himself
to
be
a
students
actively
participating.

H12A.2
Engagement
rebel,
prophet,
common
man
or
saint
in
this
essay.
In
groups
Arguments
and
rebuttal
show
a

H2A.1
Social
Support
students
are
allocated
one
of
the
interpretations,
this
is
then
to
be
clear
understanding
of
differing

used
as
the
basis
of
a
debate
between
two
teams
with
opposing

H6.4
Inclusivity
interpretations
of
the
essay.

interpretations.
(Resource
#13)
In
groups
students
are
to
develop
a

H6.2

line
of
argument
and
collect
evidence
to
support
their

interpretation
of
the
essay.
Direct
textual
evidence
is
needed.

Debates
are
then
presented
for
the
class
with
the
teacher
acting
as

adjudicator.
Students
must
type
up
a
page
of
notes
to
be
handed
to

teacher
after
debate.

H8.2
Substantive
Students
to
write
a
paragraph
reflecting
on
the
debating
experience
Student’s
response
reveals
a

Communication
and
how
it
impacted
their
understanding
of
the
essay.
valuing
of
class
activity
as
an

Narrative
Teacher
explains
the
value
of
this
activity
as
students
learn
to
effective
learning
tool.

develop
a
thesis/line
of
argument
and
support
this
with
detailed

textual
reference
from
the
essay.

H2A.2
Deep
Understanding
Students
are
to
go
back
to
their
original
response
to
the
essay
Student’s
writing
reflects
a
deep

H8.1
Problematic
Knowledge

recorded
in
their
journal
and
compare
this
to
the
responses
knowledge
and
understanding
of

H8.2
Deep
Knowledge
considered
in
class.
(Journal
Entries
#1
and
#5).
Students
to
consider
the
impact
that
other

H10.1
Higher
Order
Thinking
the
different
interpretations,
how
they
have
come
about
and
interpretations
of
the
essay
have

reassess
their
interpretation
of
the
essay.
This
should
take
the
form

had
in
shaping
their
own

of
a
mini-‐extended
response
(approx.750
words).
Remind
students

response.

that
it
is
their
own
critical
personal
response
to
the
text
that
is

important
in
this
module.

H6.3
Student
Direction
Students
are
to
complete
Journal
Entry
#6
Student
responses
reflect
an

H8.2

engagement
with
the
essay
and
a

valuing
of
their
own

interpretation
of
the
essay.



“There are music-hall songs which are better poems than three-quarters of the stuff that gets into the anthologies”
Phase 4: Analysis of ‘Good Bad Books’ (November, 1945) using ‘The Frames’
Syllabus
content
Quality
Teaching
Learning
and
teaching
activities
Evidence
of
learning

H4.2
Engagement
SUBJECTIVE
FRAME:
Students
have
completed
journal

H8.2
Read
the
essay
‘Good
Bad
Books’
aloud
as
a
class.
Discuss
responses
entries
and
contribute
own
ideas

to
Journal
Entries
#1
and
#6.
(Allow
time
for
students
to
complete

these
if
necessary.)

about
the
essays
to
class

discussion.

H1.3
Substantive
CULTURAL
FRAME:
Notes
taken
reflect
development

Communication
Students
to
identify
the
elements
of
the
essay
that
reflect
Orwell’s
of
student’s
skills
in
identifying

context.

Class
list
is
compiled
on
whiteboard
and
copied
down.
the
influence
of
context
on
a
text.

H4.1
High
Expectations
STRUCTURAL
FRAME:
Notes
taken
reflect
development

H4.2
Metalanguage
Teacher
to
model
an
analysis
of
the
essay
for
the
class,
students
to
of
student’s
skills
in
analysis.

take
notes
on
their
copy
of
the
essay.

H4.1
Metalanguage
Students
are
to
complete
the
‘Technique/Example/Effect’
table.
Student’s
work
shows
an

Deep
Understanding
(Resource
#14)
understanding
of
the
relationship

between
the
meaning
of
a
text

and
the
techniques
used
to
create

it.

H4.1
Higher
Order
Thinking
Creating
an
Advertisement
:
Students
develop
an

H6.1
Deep
Understanding
‘You
are
to
create
an
advertisement
for
a
new
collection
of
essays
by
advertisement
that
demonstrates

H8.2
Metalanguage
George
Orwell
entitled
‘The
Spirit
of
Tension’.
Your
advertisement
a
clear
understanding
of
the

must
include
in
the
body
copy
a
brief
analysis
of
‘Good
Bad
Books’
content,
characterisation
and

and
the
visual
text
must
reflect
the
content,
characterisation
and

themes
of
the
essay.’

themes
of
the
chosen
essays.



H2A.2
Deep
Understanding
CRITICAL
FRAME:
Student’s
writing
reflects
a
deep

H8.1
Problematic
Knowledge

Read
through
John
Wain’s
article
‘George
Orwell
as
a
Writer
of
knowledge
and
understanding
of

H8.2
Deep
Knowledge
Polemic’.
(Resource
#9)
Students
are
to
go
back
to
their
original
the
impact
that
other

H10.1
Higher
Order
Thinking
response
to
the
essay
recorded
in
their
journal
and
compare
this
to
interpretations
of
the
essay
have

the
response
considered
in
class.
(Journal
Entries
#1
and
#6).

had
in
shaping
their
own

Students
are
to
consider
the
influence
that
the
cultural,
structural

and
critical
frames
have
had
on
their
current
understanding
of
the

response.

essay.
This
reflection
may
take
any
form
–
a
table,
a
concept
map,
a

series
of
dot
points
etc.

H4.1
Higher
Order
Thinking
In
light
of
the
reassessing
of
their
personal
response
to
the
essay
in
Written
response
shows

H6.2
Deep
Understanding
the
previous
activity,
students
are
to
write
a
750
word
response
to
consideration
of
themes
and
the

H10.3
Metalanguage
the
following
question:
techniques
used
to
convey
this.

Extended
Response:

‘From
the
essays
you
have
studied
in
detail
so
far,
what
would
you

say
are
THREE
of
Orwell’s
concerns?’

Responses
should
make
detailed
reference
to
the
essays
and
should

reflect
the
critical
thought
process
of
reshaping
their
understanding

of
the
essay
in
light
the
perspectives
of
others.

Students
should
use
the
‘How
to
Write
an
English
Essay’
handout
to

guide
their
writing.
(Resource
#10)

H6.3
Student
Direction
Students
are
to
complete
Journal
Entry
#7
Student
responses
reflect
an

H8.2

engagement
with
the
essay
and
a

valuing
of
their
own

interpretation
of
the
essay.



“…the slovenliness of our language makes it easier for us to have foolish thoughts.”

Phase 5:
Analysis of ‘Politics and the English Language’ (April, 1946) using ‘The Frames’

Syllabus
content
Quality
Teaching
Learning
and
teaching
activities
Evidence
of
learning

H4.2
Engagement
SUBJECTIVE
FRAME:
Students
have
completed

H8.2
Read
the
essay
‘Politics
and
the
English
Language’
aloud
as
a
class.
journal
entries
and
contribute

Discuss
responses
to
Journal
Entries
#1
and
#7.
(Allow
time
for

students
to
complete
these
if
necessary.)

own
ideas
about
the
essays
to

class
discussion.

H1.3
Problematic
Knowledge
CULTURAL
FRAME:
Notes
taken
before
and
during

Students
are
to
listen
to
the
song
‘Walk
On’
by
The
Hilltop
Hoods.
They
discussion
reflect
development

are
also
given
a
copy
of
the
lyrics.
(Resource
#16)
Students
are
to

comment
on
the
ideas
about
humanity
and
present
day
life
that
are

of
student’s
skills
in
identifying

the
influence
of
context
on
a

presented
in
the
song.
As
a
class
brainstorm
how
this
song
helps
them

text
and
the
enduring

to
better
understand
the
value
and
significance
of
Orwell’s
essay

‘Politics
and
the
English
Language’.

significance
of
Orwell’s
essays.

H4.1
Metalanguage
Students
identify,
discuss
and
record
the
elements
of
the
essay
that
Student’s
responses
reflect
an

H4.2
Deep
Understanding
reflect
Orwell’s
context
and
the
ways
in
which
this
essay
would
have
understanding
of
how
context

H6.1
been
received
when
it
was
first
published.
shapes
and
is
shaped
by
texts.

H1.3
Cultural
Knowledge
Present
students
with
the
following
idea:
Student’s
written
responses

H1.4
Background
Knowledge
“The
culture
of
a
responder
impacts
significantly
on
their
response
to
a
reveal
a
consideration
of
their

Connectedness
text.”
own
cultural
background
and

In
small
groups
students
are
to
consider
what
their
cultural
background
an
understanding
of
how
this

and
values
are
and
then
consider
how
this
has
impacted
upon
their

impacts
their
response
to
texts

response
to
the
essay.
Individually
students
are
to
write
a
full
page

summary
of
this
discussion,
linking
directly
to
the
essay
in
their

response.



H4.1
Metalanguage
STRUCTURAL
FRAME:
Notes
taken
reflect

H4.2
High
Expectations
Teacher
to
model
an
analysis
of
the
essay
for
the
class,
students
to
development
of
student’s
skills

take
notes
on
their
copy
of
the
essay.

in
analysis

HOMEWORK:
Students
to
answer
the
questions
on
PATEL.
(Resource

#16a)

H8.2
Metalanguage
CRITICAL
FRAME:
Quality
of
student
reflections

Social
Support
After
reading
‘Politics
and
the
English
Language’,
have
students
read
shows
a
deep
engagement
with

Higher
Order
Thinking
the
article
by
Marieke
Hardy
from
SMH
online:

the
task
and
a
consideration
of

http://www.smh.com.au/opinion/lap-‐up-‐literature-‐where-‐you-‐find-‐it-‐-‐on-‐tv-‐on-‐
Knowledge
Integration
posters-‐and-‐even-‐in-‐blogs-‐20090518-‐bcn7.html

how
language
forms
and

Connectedness
Have
students
write
a
reflection
on
the
similarities
between
the
ideas
features
and
the
structure
of

of
both
Orwell
and
Hardy
in
relation
to
language.

their
essay
influence
meaning.

H10.1
Deep
Knowledge
Writing
task:
Student’s
composition

H10.3
Deep
Understanding
‘Write
a
letter
to
the
editor
of
the
London
Times
expressing
your
demonstrates
an

H4.1
Higher
Order
Thinking
reaction
to
‘Politics
and
the
English
Language’.
You
should
be
understanding
of
how

conveying
your
dissatisfaction
with
the
representation
of
the
English
perspective
can
shape
a

language
in
the
essay.
You
need
to
include
support
for
your
argument

response
to
an
essay.

from
the
essay,
including
in
your
letter
quotes
and
a
discussion
of

techniques.’

Inform
students
that
in
the
HSC
students
may
be
required
to
write
in
a

variety
of
text
forms.

H2A.1
Problematic
Knowledge
Research
Task:
Quality
of
research
is
reflected

H2A.2
Higher
Order
Thinking
This
task
requires
you
to
research
responses
to
George
Orwell’s
essays
in
the
chosen
reviews.
Written

H6.1
Cultural
Understanding
or
writing
style
in
general.
Find
three
responses
that
have
been
printed
response
shows
a
deepening

H6.2
Metalanguage
in
a
variety
of
mediums,
e.g.
a
literary
journal
or
text,
a
newspaper,
a
understanding
of
how
context

website.
After
reading
each
response
carefully
you
are
to
write
a
750

H6.4

and
perspectives
impact

word
essay
that
discusses
which
response
you
favour
and
why.
Your

H10.3
response
must
present
a
clear
argument
that
is
supported
by
examples

interpretations
of
Orwell’s

from
each
review
and
at
least
TWO
of
Orwell’s
essays.
(Resource
#17)
essays.

H4.1
Metalanguage
Homework
Task
:
Written
response
shows

Extended
Response:



H6.1
Deep
Understanding
‘Clarity
of
language
and
thought
is
a
common
theme
in
Orwell’s
essays.
consideration
of
themes
and

H6.2
How
is
this
theme
expressed
in
‘Politics
and
the
English
Language?’
the
techniques
used
to
convey

this.

H6.3
Student
Direction
Homework
Task
:
Student
responses
reflect
an

Complete
journal
entry
#8.
engagement
with
the
essay
and

a
valuing
of
their
own

interpretation
of
the
essay.

“I seemed to be making this descriptive effort almost against my will…”

Phase 6: Analysis of ‘Why I Write’ (Summer, 1946) using ‘The Frames’
Syllabus
content
Quality
Teaching
Learning
and
teaching
activities
Evidence
of
learning

H4.2
Engagement
SUBJECTIVE
FRAME:
Students
have
completed

H8.2
Read
the
essay
‘Why
I
Write’
aloud
as
a
class.
Discuss
responses
to

journal
entries
and

Journal
Entries
#1
and
#8.
(Allow
time
for
students
to
complete
these

contribute
own
ideas

if
necessary.)
about
the
essays
to
class

discussion.

H1.3
Problematic
Knowledge
CULTURAL
FRAME:
Notes
taken
reflect

Substantive
Communication
Students
identify,
discuss
and
record
the
elements
of
the
essay
that
development
of
student’s

Explicit
Quality
Criteria
reflect
Orwell’s
context.

skills
in
identifying
the

High
Expectations
influence
of
context
on
a

text.



H4.1
Metalanguage
STRUCTURAL
FRAME:
Notes
taken
reflect

H4.2
Deep
Understanding
Think
Share
Pair:
Students
to
complete
an
analysis
of
the
essay
based
development
of
student’s

on
those
modeled
by
the
teacher
previously.
These
are
shared
with
a
skills
in
analysis.

partner
and
then
checked
by
teacher.

H4.1
Metalanguage
Read
through
the
essay
again
then
identify
and
make
a
list
of
the
The
quality
of
information

essay-‐writing
techniques
used.
Complete
the
table
on
the
hand
out.
included
in
the
table

(Resource
#18)

indicates
an
ability
to

identify
poetic
techniques.

Written
response
shows

consideration
of
themes

HOMEWORK:
Students
to
complete
the
questions
on
‘Why
I
Write’
and
the
techniques
used

(Resource
#18a)
to
convey
this.

H6.1
Metalanguage
CRITICAL
FRAME:
Response
shows

H6.2
Deep
Understanding
Using
the
information
from
the
last
task,
write
an
extended
response
understanding
of

H10.3
Higher
Order
Thinking
discussing
how
Orwell’s
coherent
use
of
form
and
language creates
an
techniques
used
by

intensity
of
meaning
in
‘Why
I
Write’.
Orwell.

H8.1
Higher
Order
Thinking
Writing
Task:
Students’
responses

H8.2
Problematic
Knowledge
Students
are
to
compose
a
reflective
piece
titled
‘Why
I
Write’
in
reflect
not
only

which
they
explore
the
motives
they
have
for
writing
and
the
impact
imagination
and
skill,
but

their
own
context
has
on
their
content
and
style.
Stronger
students
also
an
understanding
of

should
attempt
to
replicate
Orwell’s
persuasive
style.
(This
task

the
connectedness

encourages
students
to
appreciate
the
integrity
of
Orwell’s
essays
and

between
ideas,
language

their
complexity
of
ideas,
language
and
form.)

and
form.

H1.3
Inclusivity
Group
activity:
Student’s
scaffold
and

H2A.1
Students’
Self-‐Regulation
Students
to
work
in
groups
of
four
students
for
this
activity.
Each
written
response
reveals
a

H2A.2
High
Expectations
group
is
given
three
cards.
One
has
a
thesis
point/line
of
argument
sophisticated
use
of

H4.1
Social
Support
written
on
it,
the
other
two
will
have
the
title
of
an
essay
on
it.
language
as
well
as
a

(Resource
#21).
In
groups
students
are
to
find
evidence
from
the
two

H6.2
Higher
Order
Thinking

complexity
of
thought



H10.1
Deep
Knowledge
given
essays
for
the
line
of
argument
given.
Students
then
scaffold
a
when
considering
the

six
paragraph
essay
responding
to
the
question:
value
of
Orwell’s
essays

‘The
essays
of
Orwell
are
both
challenging
and
idealistic.’
Discuss.
and
the
ways
in
which
to

Students
should
use
this
scaffold
to
write
the
essay
independently
at
support
and
sustain
a
line

home
and
bring
back
to
the
group
for
peer-‐assessment.

of
argument.

H6.3
Student
Direction
Homework
Task:
Student
responses
reflect

Students
to
complete
journal
entry
#9.
an
engagement
with
the

essay
and
a
valuing
of

their
own
interpretation

of
the
essay.

High
Expectations
Students
are
given
Assessment
Task
notification
(Resource
#22).

Students
show
an

Time
is
spent
explaining
requirements
of
task.
understanding
of
task.



“All writers are vain, selfish, and lazy, and at the very bottom of their motives there lies a mystery.”

Phase 7: Analysis of ‘Writers and Leviathan’ (Summer, 1948) using ‘The Frames’; Practice Assessment Task
Syllabus
content
Quality
Teaching
Learning
and
teaching
activities
Evidence
of
learning

H4.2
Engagement
SUBJECTIVE
FRAME:
Students
have
completed

H8.2
Read
the
essay
‘Writers
and
Leviathan’
aloud
as
a
class.
Discuss
journal
entries
and

responses
to
Journal
Entries
#1
and
#9.
(Allow
time
for
students
to

complete
these
if
necessary.)

contribute
own
ideas
about

the
essays
to
class

discussion.

H1.3
Problematic
Knowledge
CULTURAL
FRAME:
Notes
taken
reflect

Substantive
Students
identify,
discuss
and
record
the
elements
of
the
essay
that
development
of
student’s

Communication
reflect
Orwell’s
context.

skills
in
identifying
the

influence
of
context
on
a

text.

H4.1
High
Expectations
STRUCTURAL
FRAME:
Notes
taken
reflect

H4.2
Explicit
Quality
Criteria
Teacher
to
model
an
analysis
of
the
essay
for
the
class,
students
to
take
development
of
student’s

notes
on
their
copy
of
the
essay.

skills
in
analysis.

H1.3
Deep
Understanding
CRITICAL
FRAME:
Quality
of
Venn

H2A.1
Problematic
Knowledge
Students
are
to
find
a
critical
response
to
Orwell
as
an
essayist
and
diagram/concept
map

Deep
Knowledge
writer.
(Online
or
from
library)
Have
students
identify
how
the
response
reveal
increasingly

reflects
the
context
of
the
writer
and
the
values
held
by
this
individual.

Higher
Order
Thinking

Students
then
go
back
to
their
original
subjective
response
to
the
essay

sophisticated

understanding
of
the

(Journal
Entries
#1
and
#8)
and
consider
how
their
response
is

similar/different
to
one
of
the
critical
responses
they
have
read.
This

module
and
the
approach

should
form
the
basis
of
a
Venn
diagram.
(Resource
#20)
to
it.



H2A.2
Problematic
Knowledge
CRITICAL
FRAME:
Student’s
written
response

H8.1
Higher
Order
Thinking
Students
work
in
small
groups
to
prepare
for
and
complete
the
demonstrates
an
ability
to

H8.2
Deep
Understanding
following
writing
task:
make
meaningful

H10.1
‘Imagine
you
are
the
host
for
the
radio
program
Essayist
in
the
connection
between
text,

Spotlight.
You
have
invited
two
critics
to
discuss
the
essays
of
Orwell
on

H12A.1

the
program.
Your
two
guests
have
different
views
on
what
it
is
that

interpretation
and
context

H12A.2
gives
this
collection
of
essays
textual
integrity.
One
believes
it
is
his

as
well
as
language

fascination
with
language,
whereas
the
other
believes
it
is
his
appropriate
for
form,

fascination
with
politics.
purpose
and
audience.

Write
a
transcript
for
the
discussion,
in
which
each
speaker
is
given

equal
time
to
express
their
views
and
support
this
with
reference
to
the

essays
set
for
study.
It
will
also
feature
your
mediation
between
the

two
and
your
concluding
response
to
the
viewpoints
expressed
by
your

guests.’

H4.1
Higher
Order
Thinking
Practice
assessment
task:
Extended
Response(Resource
#23)
Written
response
shows

H6.1
Deep
Understanding
Time
is
spent
in
class
revising
the
appropriate
language,
tone,
consideration
of
themes

H6.2
Student
Self-‐Regulation
content
and
structure
of
an
analytical
essay.
(Resource
#10)
and
the
techniques
used
to

H8.2
Students
complete
practice
task
in
class
and
use
marking
criteria
convey
this.

to
peer
mark
their
responses.
(Resource
#24)

H6.3
Student
Direction
Homework
Task:

Student
responses
reflect

Students
to
complete
journal
#10.
an
engagement
with
the

essay
and
a
valuing
of
own

interpretation
of
the
essay.


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MODULE B: ORWELL