Teaching Sequence

Work through this resource material in the following sequence:

35 minutes – Part A: The Importance of Recycling
40 minutes – Part B: What is Allegory?
40 minutes – Part C: Writing an Allegorical Narrative
5 minutes – Reflection

Part A: The Importance of Recycling

Step 1.

Read out the learning intentions and success criteria or write them on the board:

Students will...

I will understand the connection between the choices we make about recycling and the health of the planet
I will be able to write an allegorical text that shares a message about a current issue in society.

Students can...

I can identify one environmental impact of landfill
I can describe ways to minimise materials going to landfill
I can describe how MRF and recycling facilities reduce materials going to landfill
I can identify the key features of an allegory
I can name the key themes or messages of an allegorical story
I can plan and write an allegorical narrative with a sustainability theme.

Step 2.

This part of the lesson is designed to give students an understanding of recycling. The knowledge and understanding gained in this component of the lesson form the basis for their allegorical writing task.

Display the class KWLI Chart. Explain that the first part of the lesson will be about recycling and the reduction of materials going to landfill. Ask the class what they already know about this topic and write their contributions in the first column of the chart.

After all ideas have been recorded, ask students what additional questions they have about recycling or what they wonder about it. Record these thoughts in the second column on the table.

Step 3.

Introduce the concept of recycling by playing the following video to the class: Impact of Consumer Goods on the Environment (https://youtu.be/NluFskx4mvc)

After watching the video, ask the class if there was anything new they learnt and record it in the ‘L’ column of the KWLI chart.

Step 4.

Inform students that they will now have the opportunity to learn more about the concepts of waste, recycling and sustainability. They will be doing so using a jigsaw classroom activity. The activity should proceed as follows:

Invite students to form six evenly numbered jigsaw groups. The groups should be as diverse as possible.
If necessary, appoint one student from each group as the leader. This person would usually be the most mature student in the group.
Each student in the group should receive a different Jigsaw Activity Task Cards and a copy of the Jigsaw Worksheet. Ensure that each student has a digital device so that they can view the videos linked on the Jigsaw Activity Task Cards.
Encourage students to view and understand the information outlined in the video they watch, then respond to the set questions in their task card. Students should be encouraged to focus on only the videos they are watching.
Give students time to view the videos at least twice and become familiar with the information in them. Inform students that it's not necessary to memorise the information verbatim.
Ask students to move their seats so that they form temporary 'expert groups'. This means that one student from each jigsaw group joins other students assigned the same video.
Give students in these expert groups time to discuss the main points of their information and to rehearse how they will present what they have understood back to their jigsaw group.
Ask students to reform into their original jigsaw groups.
Ask each student to present the information they have learned to the group. Encourage others in the group to ask questions for clarification.
Roam from group to group, observing the process. If any group is having trouble (e.g. a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by quietly giving an instruction on how to intervene in a kind way, until the leader gets the hang of it.

(Instructions adapted from The Jigsaw Classroom https://www.jigsaw.org/)

Step 5.

Return to the KWLI chart and record any additional learning into the ‘L’ column. Explain that the ‘I’ column is there for any related ideas. Invite students to share ideas they have based on the information they have seen and record them in the ‘I’ column. Highlight any actions that would reduce materials going to waste or positively impact the environment.

Part B: What is an Allegory?

Step 1.

Introduce the concept of allegory by showing these videos then discussing the content as a class. Allow students to ask questions and clarify any misconceptions.

Literary Terms: Allegory (https://youtu.be/YRm5JXE_kE)

AP English Literature and Composition Terms | Allegory | 60second Recap (https://youtu.be/l3iXy-I2PEg)

Step 2.

Introduce the next activity by explaining that students will now explore an example of an allegorical story. Ask students if they are familiar with Dr. Seuss, an author famous for his allegorical stories. They may name Green Eggs and Ham, The Lorax, or Oh the Places You'll Go as stories they're familiar with. Inform students that they'll be exploring a Dr. Seuss story to better understand how allegory works.

Support students to organise themselves into pairs and explain that The Sneetches (https://www.youtube.com/watch?v=qPhOZzsi6Q) and Yertle the Turtle (https://www.youtube.com/watch?v=TsrwZsGM2OM) are both examples of an allegorical text. Direct students to choose a story to view (they will watch the story as a short clip on YouTube). Invite students to then reflect on the possible meaning of the text by discussing their interpretation of the story.

Step 3.

Divide the whiteboard in half, and write The Sneetches as the heading at the top of one side and Yertle the Turtle on the other side. Invite the students to share their ideas about each story, noting them on the board.

Consider students’ comments about the possible meaning of The Sneetches and Yertle the Turtle, question and extend on their suggestions, if relevant, noting:

Many of Dr. Seuss's works (children’s books and otherwise) were written in response to his visit to Nazi Germany and the outbreak of war.
The Sneetches begins with two segregated groups (races) but concludes by stating:
The Sneetches got really quite smart on that day,
The day they decided that Sneetches are Sneetches
And no kind of Sneetch is the best on the beaches.
That day, all the Sneetches forgot about stars
And whether they had one, or not, upon thars.
Yertle the Turtle presents a dictatorship in which the king demands the other turtles work to serve his ambitions, however, ends with the statement:
And today the great Yertle, that Marvelous he,
Is the King of the Mud. That is all he can see.
And the turtles of course … all the turtles are free
As turtle and, maybe, all creatures should be.

(Further information about Dr. Seuss’ works can be found here.)

Step 4.

Invite students to summarise the themes in the story they read/viewed using a visual organiser. Provide them with the Allegory Analyser and direct them to record the contrasting characters from the story in the top circles, then work through the rest of the diagram.

Part C: Writing an Allegorical Narrative

Step 1.

Explain to students in the next activity, they will link their knowledge of recycling with their knowledge of allegory. They will begin by developing the characters in their story. On the board draw two circles with arrows between them and label as shown below:

Explain that each circle represents a character that will appear in their own allegorical story: 'environmentalist' and 'consumist'. The characters have contrasting views about recycling. Note that the term ‘consumist’ has been invented for this task to provide a clear contrast to an 'environmentalist's' attitude towards recycling.

Note: Highlight for students that contrast is important in order to deliver a clear message, however in reality most of us sit somewhere in between these two extremes.

Step 2.

Ask students to consider what an environmentalist and a ‘consumist’ might think about and prioritise in relation to recycling. Record students' ideas around each circle to create a mind map. Below is an example of what your mind map may look like:

Step 3.

Draw students' attention to the arrows between the circles. Ask them to consider why they might point both ways. Highlight the differences between the two different characters.

Step 4.

Provide students with the Allegorical Story Planner and invite them to incorporate the habits and traits of the environmentalist vs. the consumist into the planner, then work to outline the conflict that will occur between these two characters in their narrative.

Provide students with time to develop ideas for their allegory and complete their plan.

Provision for Learning Support – During this phase of the lesson move around the classroom and support students who are feeling challenged.

Step 5.

Provide students with time to complete their narratives.

Step 6.

Invite students to organise themselves into pairs. It is recommended that students be allowed to select their own partners to ensure they are comfortable with the person who is giving feedback to them.

In the pairs, each student should:

Read their partner’s narrative.
Consider if the characters' personalities are clear and if the conflict accurately reflects the social issue being represented.
Provide feedback to their partner by sharing three positives and one thing to improve on.

Note: If students have not completed their writing during the designated class time it can be assigned as a homework task.

Reflection

Explain to students that their reflection today will be in the form of a tweet. Invite students to complete the Tweet About Learning task on the Student Worksheet, expressing their thoughts on the day’s learning in 280 characters or less.

Differentiated Learning

Roam around the classroom during the planning phase and support those who are having difficulty developing writing ideas.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

The information and statistics included in this document are approximate and have been simplified for educational/illustrative purposes. They should not be relied upon for any other purpose.

Visy Education - More than Just Fiction - NAPLAN Style Narrative Writing

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