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Syllabus content

Teaching and learning activities



Students learn to:

9.2 relate the content and ideas in texts to the world beyond the text

Students learn to:

9.5 draw conclusions about their own values in relation to the values expressed and reflected by texts, and their responses to them

Students learn to:

10.1 identify cultural elements expressed in the language, structure and content of texts drawn from popular culture, youth cultures, cultural heritages and the workplace

Students learn about:

10.9 the ways in which particular texts relate to their cultural experiences and the culture of others.

Students learn about

1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts

Students learn about

6.10 use imaginative texts as models to replicate or subvert into new texts

Students learn about:

Reading the novel

Read the blurb on the back cover. Some of the words like ‘migrant’, ‘prejudice’, ‘peace’, ‘cultural’ and ‘feud’ may have been used in previous discussion or may now be recorded on the class vocabulary list.

Make links with pre-reading tasks and discussions.

Students read the novel:

silently in class

shared reading in class

rehearsed readings/reading at home

teacher reading selected excerpts

Teachers should choose strategies to suit their student group.

Exploring narrative: The Lion and the Lamb

Teachers may use the creative writing task in the pre-reading activities to guide their teaching of this section. The following sequence assumes that students’ knowledge of narrative structures, language features and terminology need to be revised and developed.


What happened in the story?

Working in pairs the students sequence the main events in the story, see Worksheet 3. Compare order of events with another group.


Students may work in pairs to draw out the main events of the story.

The Lion & the Lamb by Jonathan Harlen, Hodder, 2002

Unit vocabulary list

Teachers could create a structured reading log for student to record responses as they read or

cloze passages covering significant events in the story for students who require guided support during reading

Worksheet 3

Plot sequencing activity

Teacher monitors student enjoyment and understanding at key points in the story through:

class discussion of reactions to characters and events

asking students to predict what will happen next in the story

responses in reading log or completeion of cloze activities.

Completion of sequencing activity.

Are students able to use metalanguage – orientation, complication, climax and resolution to describe narrative structure?

NSW Department of Education and Training      November 2004Page 4 of 12

Curriculum K-12 Directoratehttp://www.curriculumsupport.education.nsw.gov.au

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